Journal articles on the topic 'Committee on Nationalised Textbooks'

Despite modernization of the Japanese school system after 1872, this period was marked by the war in East Asia and nationalism focusing on the emperor, whereby the imperial rescript of 1890 defined the core of national education. Following defeat in the Second World War, Japan reformed its education system in accordance with a policy geared towards peace and democracy in line with the United Nations. However, following the peace treaty of 1951 and renewed economic development during the Cold War, the conservative power bloc revised history textbooks in accordance with nationalist ideology. Many teachers, historians and trade unions resisted this tendency, and in 1982 neighboring countries in East Asia protested against the Japanese government for justifying past aggression in history textbooks. As a result, descriptions of wartime misdeeds committed by the Japanese army found their way into textbooks after 1997. Although the ethnocentric history textbook for Japanese secondary schools was published and passed government screening in 2001, there is now a trend towards bilateral or multilateral teaching materials between Japan, South Korea, and China. Two bilateral and one multilateral work have been published so far, which constitute the basis for future trials toward publishing a common textbook.

This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.

The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.

At the end of the XIX century, movements that propose the reform of the primary school in the United States are started. The aim of this paper is to find out what changes proposed to the American teaching of mathematics are, specifically about the teaching of algebra and the knowledge related to it, while seeking indications of the circulation of those ideas in Brazil. To perform an historiographic research, which aims to the writing of a historic narrative, we use the theoretical contributions of the Cultural History based on Burke and Chartier and the studies about the circulation and appropriation of ideas by Oliveira and Warde. As sources of the research are the reports of those movements, textbooks on algebra and arithmetic teaching, notes from a conference given by Othello S. Reis about the insertion of algebra in the primary school, and other documents. It was found that a Committee of fifteen was created to propose changes in the U.S. primary school because of a previous study, done by the Committee of ten. One of the proposals of both committees can be highlighted: the teaching of algebra topics in the two last years of the primary school. The ideas of the committee about algebra were brought to Brazil, in an explicit way, in one conference presented by Othello S. Reis, and it was revealed that those ideas had already been presented in Antonio Trajano’s textbooks, in editions that preceded the committee’s study.

The introduction of Quranic and Fardhu Ain courses (Kelas Al-Quran dan Fardhu Ain (KAFA) by the Department of Islamic Development Malaysia (Jabatan Kemajuan Islam Malaysia (JAKIM) is an effort to produce a generation that is moulded by the teachings of Al-Quran and Al-Sunnah. However, there are specific ḥadīths quoted in the textbook that require further attentive verification. This study seeks to verify the status of the ḥadīth mentioned in the ‘Aqīdah textbook in the eyes of the Ahlussunnah Wal Jama’ah scholars. This is because ‘Aqīda his the most important subject in Islamic studies.This research is a qualitative research which uses data analysis method, where allthe data and information obtained will be analysed using descriptive method. The method of takhrijal-ḥādīth will be applied to verify the status of the ḥadīths. This study reveals that there are six ḥadīths mentioned in the ‘Aqīdah textbook and the status of 3 of them are problematic. The origin of one of these ḥadīths isunknown while two of them are not properly narrated. This study also suggests the establishment of a committee or panel that is comprised of ḥadīth scholars/experts from the local universities in order to makesureall ḥādīths mentioned in the textbooks would adhere to the prescribed standards.

An analysis of the combinatorics problems in many algebra textbooks for high school students reveals that time-honored classic problems are valued. These problems often involve finding combinations and arrangements of numbers and letters on license plates for fictitious states (with and without repetition); digits in an n-digit number that is either even or odd; or males and females who are either combined to form a committee of a certain size with known restrictions or arranged to sit or stand together according to some specified configuration. Examples of such problems are shown in figure 1.

An analysis of the combinatorics problems in many algebra textbooks for high school students reveals that time-honored classic problems are valued. These problems often involve finding combinations and arrangements of numbers and letters on license plates for fictitious states (with and without repetition); digits in an n-digit number that is either even or odd; or males and females who are either combined to form a committee of a certain size with known restrictions or arranged to sit or stand together according to some specified configuration. Examples of such problems are shown in figure 1.

The current study aims at (evaluating the second intermediate grade’s Arabic language textbook). To accomplish this aim, the researcher adopted the descriptive approach (survey). The population included second intermediate Arabic language teachers numbered (373) in the governorate of Babylon in the year 2018_2019. The research sample included (100) teachers, the researcher chose the study sample randomly to represent the study population. The tool of study was a questionnaire included the quality criteria of second intermediate grade Arabic language textbook which was prepared after referring to the subject relevant sources and the previous studies, also, the reliability of the questionnaire was proven reliable by displaying it to a committee of specialists in Methodology. The questionnaire included (18) criterion, distributed on six fields which are : objectives, content, methods, activities and it’s aids, evaluation and language of the book and its artistic and printing output. After analyzing the results statistically by using weighted mean, standard deviation and weighed percentage with a 75% validity to evaluate the textbook. After consulting the committee, the researcher came to these results: The book took the first place in its language and artistic printing output with a value of (3.339) weighted mean and (83.228%) weight percentage. Methodology took the second place with a value of (3.119) weighted mean and (77.999%) weight percentage. Evaluation took the third place with a value of (3.081) weighted mean and (77.031) weight percentage. In the light of these results, the researcher reached to the conclusion that there is a variation in distributing the criteria in the textbook in its both parts, the first one of 9 parts and the second one of 7 parts. Also, in light of the results, the researcher recommended to find a structured methodology to choose the subjects in the textbook according to textbook criteria. To complement this study, the researcher suggested that the textbook should be submitted to comprehensive quality criteria.

<p>This study aimed to evaluating the textbooks of sciences and Islamic education of the<br />secondary level in Jordan based on the modern standards of educational environment, and the<br />study tried to answer the following questions:<br />-What are the modern standards of the educational environment that should be available in the<br />books of sciences and Islamic education of the secondary level in Jordan?<br />- What is the compatibility degree of the textbooks of sciences and Islamic education of the<br />secondary level with the modern standards of the educational environment?<br />The study sample consisted of the same study population; it’s the textbooks of sciences and<br />Islamic education of the secondary level Released by the Ministry of Education for the<br />academic year 2012/2013 AD. And to achieve the objectives of the study, the Researchers have<br />developed a tool to measure and analyze included seven axes and twenty-seven contemporary<br />standards to the environmental education at the secondary level. The tool was presented to<br />committee of specialists to make sure of its sincerity, Extraction reliability coefficient using<br />(Holsti) stability equation , so the reliability coefficient reaching over time90.1%) and by<br />individuals (86.9%), which is acceptable for the purposes of the study, and this was as an<br />answer to the first question of the study.</p>

Conventional wisdom suggests that the legislative process is not an efficient or speedy one when it comes to major legislation or significant policy changes. According to Price (1985, p. 162), “Congress is often difficult to mobilize, particularly on high-conflict issues of broad scope.” The multiyear effort to enact Medicare legislation and the inability of Congress to enact comprehensive energy legislation in the 1970s are but two examples of the deliberate pace of the deliberative process.Yet in 1985, a major reform of the budgetary process, popularly known as Gramm-Rudman-Hollings, was enacted in a relatively short time without the benefit of extended subcommittee and committee deliberation. This “fast track” legislation, on the heels of other accelerated decisions since 1981, makes it difficult to draw the conclusion that Congress is unable to act quickly on major policies. In fact, the nature of the Gramm-Rudman-Hollings debate suggests that modifications to our theories of the legislative process are needed.No one who has watched Congress would labor under the misconception that legislation routinely follows the process outlined on those neat charts in introductory American government textbooks. There are all too many examples of major bills that were approved as riders to minor legislation or that bypassed the normal committee process. For example, portions of President Carter's energy package were approved as amendments to tariff bills on bicycle parts and bobsleds. Furthermore, there are many examples of steps taken to bypass a powerful committee chairman, such as the drafting of the 1963 civil-rights bill so that it would go to the Senate Commerce Committee instead of the Judiciary Committee where it would be killed by Chairman James Eastland (D-Miss.).

The idea of having a version of the IPA chart in Chinese was initiated by a group of Chinese phoneticians and dialectologists in 2006. The situation that existed at the time was that the IPA terms used in mainstream Chinese textbooks and in classrooms were still following various older versions of the chart and principles. For instance, there were no approximants in the consonant chart; instead, the Chinese translation of the term ‘frictionless continuant’ was still listed in the consonant chart. After the revised IPA chart was released in 2005, Chinese phoneticians and dialectologists considered it a good opportunity to promote the updated IPA terminology in Chinese, reflected in a Chinese version of the chart. In the winter of 2006, the Phonetic Association of China organized an advisory committee and a working committee to undertake the translation. Following some months of e-mail communications among committee members, a meeting was organized at the Institute of Linguistics, Chinese Academy of Social Sciences, on 7 January 2007. Five members of the advisory committee and seven members of the working committee participated in the final discussion. At the meeting in Beijing, we worked out the 2007 version of the IPA chart in Chinese that is reproduced here. This chart was first published in the first issue of the Chinese journal Fangyan 方 言 [Dialect] in 2007. The copyright symbol at the top of the chart indicates that the Chinese version is a work of the Phonetic Association of China, which is, officially speaking, a member of the Linguistic Society of China. The intention of the Association in disseminating the chart has been to unify and clarify the traditions of Chinese phonetic usage, to standardize Chinese terminology for referring to speech sounds and categories, and to communicate and promote the knowledge of IPA practices to Chinese-speaking society.

It has become almost a commonplace of textbooks that English public ecclesiastical law has no application to the colonies. Halsbury states this baldly and without qualification, relying chiefly on the judgment of the Privy Council in Re Lord Bishop of Natal, a case of unquestioned significance for the development of the family of churches in the English Prayer Book tradition. But both from historical interest and with an eye to those colonies still in being, the issue is one which deserves a second glance. This article will argue that whether or not the Natal decision was right on its facts, the Judicial Committee in that case made an important distinction which later textbook generalisations—and indeed the Crown's advisers at the time—appear to have overlooked; and that other decisions, relied upon in support of such generalisations, can be supported neither from principle nor from earlier practice.

After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national history but to suffuse it with the spirit of the “international mind.” To this end, the League promoted revision of history textbooks and curricula, retraining of teachers, and rethinking of teaching methods. National governments responded by including some study of the League in history curricula but ignored the League's broader plans. Nonetheless, the League's attempt to internationalize the teaching of history opened up a debate that continues today as schools seek to strike a balance between claims of national and global history.

<p>The main objective of this article is to stress and to prove that the Latgalian national identity is the only national identity for a lot of citizens of Latvia and it is not the second or the additional identity that may be attributed only to secret service men inter alia.</p><p>My personal studies of official sources, literature and correspondence with officials of state institutions, etc. are at the basis of this article.</p><p>National identity is the person’s identity and sense of belonging to one state or to one nation, a feeling one shares with a group of people, regardless of one’s status of citizenship.</p><p>National identity is not inborn trait; various studies have shown that a person’s national identity is a direct result of the presence of elements from the „common points” in people’s daily lives: national symbols, language, national colours, the nation’s history, national consciousness, culture, music, cuisine, radio, television, etc.</p><p>There are cases where national identity collides with a person’s civil identity. For example, many Israeli Arabs associate themselves or are associated with the Arab or Palestinian nationality, while at the same time they are citizens of the state of Israel, which is in conflict with the Palestinians and with many Arab countries.</p><p>There are also cases in which the national identity of a particular group is oppressed by the government in the country where the group lives. A notable example was in Spain under the authoritarian dictatorship of Francisco Franco (1939–1947) who abolished the official statute and recognition for the Basque, Galician, and Catalan languages for the first time in the history of Spain and returned to Spanish (Castillian) as the only official language of the State and education, although millions of citizens of Spain spoke other languages.</p><p>During the first independence period of Latvia in the thirties, the schools of Latgale used Latgalian as the language of instruction during the first four years, Latgalian language was taught as a subject starting with the third year twice a week. After the coup d’état on May 15, 1934 the Latgalian textbooks were withdrawn from use and even burnt.</p><p>There is enough evidence to prove that the Latvian nationalist elite was very unwilling to accept the spread of Latgalian both during the first period of independence and the multinational Soviet rule. The positive expression of one’s national identity is patriotism, and the negative is chauvinism.</p><p>Latgalians are an autochthonous people living mostly in the eastern part of the contemporary Latvia. As regards Latgalian (it has been named in different ways – language, dialect, subdialect, foreign language, but it does not change the essence of the phenomenon) various resolutions, decrees etc. have been passed and adopted.</p><p>Participants of the 2nd Conference on Latgalistics (Rezekne, October 17, 2009) adopted the resolution „On the Status of a Regional Language to Be Attributable to the Latgalian Language”.</p><p>In accordance with the new Official Language Law enacted on September 1, 2000 the official language in Latvia is the Latvian language. Section 3 Paragraph 4 of the Law prescribes: „The State shall ensure the maintenance, protection and development of the Latgalian written language as a historic variant of the Latvian language.” However, it is a very formal statement. Strange as it may sound but the Senate of the Supreme Court of the Republic of Latvia has adopted a decision (August 18, 2009, Case No. A42571907 SKA-596/2009): „The Senate concludes that in the first sentence of Article 4 of the Satversme (the Constitution – J. C.) of the Republic of Latvia the concept „The Latvian language” means the Latvian literary language. It is the official language for the purpose of Section 110 of the Administrative Procedure Law. From the conclusion that for the purpose of Section 110 Paragraph I of the Administrative Procedure Law the official language is the Latvian literary language it follows that other subdialects or languages for the purpose of Section 110 Paragraph II of the Administrative Procedure Law are foreign languages and a document drafted in the Latgalian literary language is to be acknowledged as a document drafted in a foreign language. This decision is not to be appealed against.”</p><p>It took the Latgalian enthusiasts (I am one of them) seven years (2003–2010) to get the individual code for the Latgalian language. ISO 639/Joint Advisory Committee (Library of Congress, Washington) has finally attributed the code, namely, LTG.</p><p>Hopefully the Latgalian identity will not be swept away and this only identity for a lot of citizens of Latvia will be fought for and preserved also in the shadow of the so-called majority.</p>

Enhancing young learners’ knowledge about appropriate and inappropriate sexual behaviour is crucial for the protection of children’s rights. This article discusses teachers’ understandings of their practices and approaches to the topic of child sexual abuse in Norwegian upper secondary schools, based on phone interviews with 64 social science teachers. Countering child sexual abuse is a political priority for the Norwegian government, and the Committee on the Rights of the Child acknowledges several state initiatives to counter child sexual abuse through education. Nevertheless, this study finds that teachers do not address this topic adequately, indicating that cultural taboos regarding talking about and thus preventing such abuse, including rape among young peers, still prevail in Norwegian classrooms. Furthermore, emotional obstacles, including concerns about re-traumatising and stigmatising learners, hinder some teachers from addressing this topic thoroughly. Additional explanatory factors include heavy teacher workloads, little preparation in teacher education programmes, insufficient information in textbooks, and an ambiguous national curriculum.

The article shows the importance of network technologies in teaching schoolchildren. The analysis of textbooks of informatics on the subject of teaching a topic related to the maintenance of databases is given, and the features of its presentation are highlighted. On the example of the implementation of the project “Entering the University”, it is shown how students of grade 11 can be taught to work with network databases. In particular, create and maintain them, use them in professional activities. A step-by-step description of the actions of schoolchildren when creating a network database is given (creating a table structure, fi lling the database with information, selecting information through the formation of a query, working with reports). A business game through which students better understand the purpose of database management systems is described. Examples of a possible violation of information security when working with documents of applicants in the university selection committee are given.

Purpose: This paper reviews the origins of the learned professions, the foundational concepts of professionalism, and the common elements within various healer's oaths. It then reveals the development of the Murdoch Chiropractic Graduate Pledge. Methods: A committee comprised of three Murdoch academics performed literature searches on the topic of professionalism and healer's oaths and utilized the Quaker consensus process to develop the Murdoch Chiropractic Graduate Pledge. Results: The committee in its deliberations utilized over 200 relevant papers and textbooks to formulate the Murdoch Chiropractic Graduate Pledge that was administered to the 2010 Murdoch School of Chiropractic and Sports Science graduates. The School of Chiropractic and Sports Science included professionalism as one of its strategic goals and began the process of curriculum review to align it with the goal of providing a curriculum that recognizes and emphasizes the development of professionalism. Conclusions: The reciting of a healer's oath such as the Hippocratic Oath is widely considered to be the first step in a new doctor's career. It is seen as the affirmation that a newly trained health care provider will use his or her newfound knowledge and skill exclusively for the benefit of mankind in an ethical manner. Born from the very meaning of the word profession, the tradition of recitation of a healer's oath is resurgent in health care. It is important for health care instructors to understand that the curriculum must be such that it contributes positively to the students' professional development.

The history of book publishing in Russia during the Civil War is studied extremely insufficiently, especially in the territories that left the Russian Soviet Federative Socialist Republic in the summer of 1918. Among the “white spots” there are activities of the Middle Volga Cooperative Publishing House, opened in Samara in July 1918 after the capture of the city by the parts of the Czechoslovak Corps. The article, for the first time on the basis of the analysis of documents of the Central State Archive of the Samara Region (CGASO) and published sources, attempts the reconstruction of the history of this institution, shows the main stages of its formation and development in the context of confrontation of two models of statehood: Bolsheviks and SR-Mensheviks. The author provides materials showing that the Middle Volga Cooperative Publishing House was created from the very beginning as an interregional one, since it was supposed to serve schools in four provinces (Samara, Simbirsk, Ufa and Orenburg) and the Ural Region, controlled by the government of the Committee of Members of the Constituent Assembly. In the face of shortage of textbooks, that publishing house, being isolated from Moscow and Petrograd, became a temporary centre for supplying educational institutions in the Volga region and the Cis-Urals with textbooks and writing accessories. Analysing the documents preserved in the CGASO, the author shows the self-sacrificing activity of board member Nikolay Andreevich Kalugin, who, after the return of Soviet power to Samara, was able to defend the publishing and bookselling base of the city’s cooperative associations from the encroachments of the Provincial Department of public education. The article reveals the repertoire of books published by the Middle Volga Cooperative Publishing House in 1918—1919 and estimates the degree of rarity of individual publications, not all of which are revealed in the collections of modern Russian libraries.

ABSTRACT Accounting and auditing professors continually stress the importance of effective judgment and decision making (JDM), yet few accounting programs or textbooks discuss the biases that may impact an individual's ability to exercise high-quality professional judgment. In recent years, KPMG (Ranzilla, Chevalier, Herrmann, Glover, and Prawitt 2011) and the Committee of Sponsoring Organizations of the Treadway Commission (KPMG, Glover, and Prawitt 2012) addressed this gap at the corporate level by publishing guidance for accounting professionals and board members on how to identify and mitigate common judgment biases, yet there remain few resources designed for accounting students. This collection of exercises enables instructors to introduce the topic of effective JDM in the classroom. It provides students with the opportunity to identify bias in their own judgments by highlighting five frequently occurring biases that adversely impact business judgments (i.e., availability, anchoring, overconfidence, confirmation, and rush to solve). This compendium gathers exercises from psychology literature that may be used to pique student interest and encourage discussion of how each bias impacts judgments made by accounting professionals and how individuals may reduce their impact.

Background: Many methods are available for committing suicide. Hanging is one of the methods to committee suicide. The incidence of hanging for committing suicide is increasing. This is a retrospective study carried out at KDN Gohil Hospital, Navsari (Gujarat) to know about the outcome of this type of suicidal attempts and to review the management of such type of patients. Management of this type of injury is not found in many standard textbooks, so this small study will help to compare mortality rate and management protocol with other larger studies.Methods: All patients with history of hanging and accidental strangulation were brought to hospital, after they were released from strangulating agent were included in this study. Various aspects of agents used for hanging, the characteristic findings and management protocol of the patients were studied retrospectively.Results: Results in the form of survival rate and occurrence of complications. Out of 30 patients 24 patients survived and 6 died. Non had cervical spine injury. One patient had laryngeal injury and developed laryngeal stenosis.Conclusions: Suicidal hanging is different from judicial hanging. Most of the time suicidal hanging survival are high; once the patient is brought to the hospital alive in time. Early endotracheal intubations, management of hypotension, ventilator support and anti-oedema drugs are main steps of management.

<p><strong>Abstract.</strong> This paper introduces the contents of the report "Challenges for the national standardisation of geographical names in Japan", prepared by the Toponymy Subcommittee under IGU Working Group of the Planetary Science Committee, Science Council of Japan. The report suggests the establishment of a national geographical names board in Japan. It first indicates the growing awareness in the world on the importance of geographical names, including the activities of UNGEGN. This is followed by a description of current issues Japan is facing on geographical names, such as discrepancies of names used in the media and those used in textbooks, naming disputes at local authority mergers, and commercialisation of geographical names. It also described currently how the various government administration bodies deal with these issues, and points out some problems, mainly due to lack of overarching principles and coordination between agencies. Some examples of systems of other countries with a national geographical names board is shown, and finally some concrete recommendations, including an establishment of an inter-ministrial body that deals comprehensively with geographical names issues, awareness raising of society on the functions and importance of geographical names, development of human resources, and active participation in the international forum on geographical names.</p>

The introduction of Quranic and Fardhu Ain courses (Kelas Al-Quran dan Fardhu Ain (KAFA) by the Department of Islamic Development Malaysia (Jabatan Kemajuan Islam Malaysia (JAKIM) is an effort to produce a generation that is moulded by the teachings of Al-Quran and Al-Sunnah. However, there are specific ḥadīths quoted in the textbook that require further attentive verification. This study seeks to verify the status of the ḥadīth mentioned in the ‘Aqīdah textbook in the eyes of the Ahlussunnah Wal Jama’ah scholars. This is because ‘Aqīda his the most important subject in Islamic studies.This research is a qualitative research which uses data analysis method, where allthe data and information obtained will be analysed using descriptive method. The method of takhrijal-ḥādīth will be applied to verify the status of the ḥadīths. This study reveals that there are six ḥadīths mentioned in the ‘Aqīdah textbook and the status of 3 of them are problematic. The origin of one of these ḥadīths isunknown while two of them are not properly narrated. This study also suggests the establishment of a committee or panel that is comprised of ḥadīth scholars/experts from the local universities in order to makesureall ḥādīths mentioned in the textbooks would adhere to the prescribed standards.

This article provides an overview of the activities of the Faculty of Sinology and teaching strategies in the areas of “Philology and language teaching (Oriental languages)”. The provision of modern technical means, a language laboratory, a special audience and technical means for simultaneous translation, interactive subjects for teaching the Oriental language, in particular, the Chinese language, new textbooks, teaching aids makes it possible to improve the quality and level of teaching. Recently, the dynamic interaction of Uzbekistan with other countries, cooperation in various sectors of the economy require the training of highly qualified personnel. These professionals must be competitive. The training of good specialists depends on innovative approaches, especially in the higher education system. Dramatic changes help introduce advanced technologies in teaching the Chinese language. Strengthening the Uzbek-Chinese relations requires systematic support of knowledge and research in various fields. It is necessary to conduct seminars and trainings to improve the qualifications of journalists in China. In addition, it is necessary to monitor materials about China in the media of the Republic of Uzbekistan. Strengthening contacts of the Tashkent State Institute of Oriental Studies with the State Committee for Communications, Information and Telecommunication Technologies, the Press and Information Agency, and the National Television and Radio Company of the Republic of Uzbekistan can play a big positive role in this. The role of cooperation with Chinese publications and media organizations is important.

The practice of self-medication has become a form of self-care and is a global trend that is encouraged when it deals with minor illnesses and with proper guide and information. In countries where there are no strict regulations and prescription drugs are freely dispensed, irresponsible self-medication is common. This study aimed to assess the prevalence, knowledge, practice and perception of self-medication among pharmacy students in University of Port Harcourt. The study included all pharmacy students from 200L to 500L who gave their consent to participate. Ethical approval was obtained from the University Ethics and Research Committee. Descriptive cross sectional study design was adopted. Pre-tested structured questionnaire was used to collect the required data. The questionnaire was structured in four parts: demographic; knowledge; practice and perception sections.A total of 476 pharmacy students responded and gave their consent to the study. 42.4% (202) were male and 57.6% (274) were female. The mean age of the population was 24.55±5.32years. Most of the respondents, 49.2% (234), were within the age of 20 – 25years, while 4.4% (21) were more than 30years. Most, 94.7% (451) were single. 37% were in 200L, 22.9% (109) in 400L, and 18.9% (90) in 500L. Prevalence rate of self-medication among these students was 83.8%. A significant (p>0.05) percentage, 69.8% (327) showed good knowledge of self-medication and agreed to the need to consult health professional before consuming medicines, and yet a good number, 51.4% (245) often practice self- medication. The most common source of information for their self-medication was textbooks/class materials, 31.1% (148). The respondents showed positive perception towards self- medication as many, 40.3% (192) claimed that self –medication is right /safe and should be encouraged. Knowledge about the medicine used (91.8%) (437)was the commonest reason for self –medication, while analgesic/antipyretic (91.6%) (436) was the commonest class of medicines used for self-medication. The next common class of medicine was antibiotics, (84.7%) (403) and herbal remedy was the least, 15.5% (74). Fever, 83.6% (398), headache 80.5% (383), were the most common ailment treated by self-medication. Dependence on textbooks/class materials as information source increases significantly (p>0.05) with increase in years of study. In conclusion self- medication is highly prevalent among the pharmacy students evaluated. There is need to steer these students towards responsible self- medication especially towards antibiotics stewardship.

Antanas Smetona (1874–1944) was one of the most active promoters of the innate self in the early 20th century. His attention to the national heritage and the native language was directly related to the growth of the movement of national liberation at the turn of the 20th century, as well as the struggle for the democratic school and the rights of the native language. According to the author, the Lithuanian revival was more than just the retention of the parent language. Rebirth meant the rise from contempt, recognition by other nations, spiritual renewal, and promotion of traditional values. More than once A. Smetona wrote in the press about a difficult state of the Lithuanian language and the disrespect of Lithuanians for the native language. He blamed intellectuals (teachers, journalists, or authors of textbooks) for their indifference to language pollution and advised everybody to learn Lithuanian from dialects, fiction, and quality press. A. Smetona encouraged intellectuals to improve the native language and raised the idea of the reinstatement of the language section in the Viltis newspaper; he believed enthusiasts able to moderate it would appear. He repeatedly emphasised the issues of language standardisation and purification, as well as the related problems, formulated the functions of the Lithuanian Language Commission set up in 1911, and recommended theoreticians and practitioners to join efforts in the solution of the language standardisation issues. As the author cherished the idea of a free nation, he stressed that the system of education has to be of a national character, all the Lithuanians have to at least learn to read and to write Lithuanian: the tsarist government-established primary schools did not provide the skills, therefore, the author encouraged learning from the experience of secret schools. Under the then conditions, family or home schools were the only way out. However, it was necessary to write textbooks, primers, reading and writing books suitable for family schools, and to provide quality Lithuanian penmanship examples. A. Smetona responded to the state of the Lithuanian language in Lithuanian secondary schools and taught in Vilnius gymnasiums after his working hours in the bank. A. Smetona believed that Lithuanian intellectuals had to demand more from the authorities, to be more active, and proposed to set up a committee to deal with the issues of the Lithuanian language.

Background: There is association of deranged thyroid hormone levels with various co-morbidities. Drugs for comorbidity may interact with each other and affect the outcome of treatment. So, this study was planned to find out comorbidities with deranged thyroid hormone levels and various possible drug interactions.Methods: It was a prospective, observational study carried out at tertiary care hospital from November 2017 to June 2018. Thyroid hormonal levels reports were followed in OPD and online information system facility. Drugs interactions were checked by referring standard pharmacology textbooks, review articles and Medscape drug interaction checker. Approval from the Institutional Ethics Committee was taken before initiation of the study. Patients with deranged thyroid hormone levels were included in the study.Results: Study was conducted in 111 patients of thyroid disorders. Spondylitis, asthma, acne cases were seen in hypothyroid patients whereas hypokalemic periodic paralysis, thyroid ophthalmopathy statistically significantly seen in hyperthyroid patients. Various concurrent medications such as calcium, carbamazepine decreases the effects of levothyroxine. For management of comorbidities various drugs are given which also interact among themselves significantly.Conclusions: Diabetes mellites, obesity, spondylitis, lichen planus were more common in hypothyroidism while comorbidities like hypertension, hypokalemic periodic paralysis, thyroid ophthalmopathy were found to be more in hyperthyroidism. Incidence of drug interactions is found to be more with increased use of medications for comorbidities, so physicians should be careful while prescribing them. Due to drug interactions desired effects of drugs given for thyroid disorders may not be observed.

Objective- The present study was undertaken to assess and compare the practice of self medication and drug use behavior among undergraduate students of medical and non-medical colleges in a city in North-East India. Method- A cross sectional questionnaire based study was conducted among 300 undergraduate students each of medical and non medical colleges of Guwahati city of Assam after taking informed consent . Approval of Institutional Ethical Committee was taken prior to the commencement of the study. Data was collected with a prevalidated questionnaire related to various aspects like class of drugs used for self medication, conditions for which self medication may be employed and their knowledge, attitude and practice of self medication etc. Statistical analysis of the data was done. Result- In our study,71% of medical students and 63% of non medical students practiced self medication which was statistically significant. The most common drugs for self medication were analgesics and anti pyretics. Both medical and non medical students considered non severity of illnesses and quick relief from symptoms as the major reasons for self medication. The major information source for most of medical students who practiced self-medication were textbooks and package inserts. Medical students prefer Allopathic system of medicine and Non medical students are more inclined towards Ayurvedic system.Conclusion- Practice, Knowledge and Awareness about self medication is significantly more in medical students in comparison to non medical students which can be attributed to their medical knowledge.Keywords- Self medication, Questionnaire, Package inserts, Allopathic, Awareness, Pharmacy.

The mental foramen (MF) and accessory mental foramen (AMF) are the strategically important landmarks during surgical interventions and anaesthetic nerve blocks procedures involving the mental nerve. The study aimed at evaluating anthropometrics of MF and AMF in Zambian adult human mandibles and it was cleared for ethics from TDRC Ethics Review Committee (Reg. No.: 00002911; FWA: 00003729). A total of 33 Zambian adult human mandibles were evaluated for shape, position, and direction of opening of foramen. All measurements were performed using a Digital Vernier Calliper and statistically analysed for per cent frequency and mean and standard deviations, and we performed the one sample t-test for comparative analysis. Data were considered significant at p<0.05. All mandibles that were examined had bilateral MF while unilateral AMF was found in two mandibles (6%). The foramens were mostly oval in shape and their most common position was between the second premolar and first molar and the most common orientation was posterior-superior. The comparative analysis of mandibular anthropometrics showed significant variations (p<0.05) with different ethnic groups. The findings emphasize the ethnic variations and edify that the foramen position is not always as stated in reference textbooks. The clinical creditability of the study is cautioning the surgeons on possible variations of the MF and AMF anthropometrics compared to existing literature in order to avoid any unforeseen injury related to anaesthesia or dental surgeries. Further studies with large sample sizes representing whole country are recommended to establish the standard MF and AMF anthropometrics of Zambian population.

As a follow-up to the recommendations of a 1986 National Science Board Task Committee Report on Undergraduate Science & Engineering Education, the U.S. National Science Foundation (NSF) sponsored a series of workshops on undergraduate education in science and engineering disciplines. In October 1989, the NSF's Division of Materials Research (DMR) organized a workshop in the materials area. It was held at the University of Illinois at Chicago. Dr. Donald N. Langenberg, Chancellor, University of Illinois at Chicago, chaired the panel of 27 invited experts. They were charged to assess the needs and opportunities in the education of undergraduates with career opportunities in any of the areas of materials research or technology, and to recommend possible ways to improve undergraduate curricula in chemistry, physics, and materials science and engineering.The panel consisted of three subpanels: Chemistry chaired by Gregory C. Farrington, Condensed Matter Physics chaired by Phillip J. Stiles, and Materials Science and Engineering chaired by Reza Abbaschian. Robert J. Reynik, DMR/NSF, was the workshop organizer and coordinator. Each subpanel held separate meetings to discuss undergraduate education in materials and develop recommendations in its respective disciplines; plenary sessions featured group discussions of views and recommendations.Each subpanel prepared a separate report, and the chairman prepared a summary report, which organizes the findings and recommendations of the subpanel reports into five areas: curriculum development, undergraduate laboratories, computers in undergraduate education, textbooks and other teaching resources, and faculty and student development. These reports constirute the full workshop report, which is available at no cost from the NSF. The opinions and recommendations in the workshop report are those of the expert panel and do not represent NSF policy. The recommendations are currently under review by DMR.

<b><i>Introduction:</i></b> This article provides for the first time an overview of the most often nominated European neurologists for the Nobel Prize, who never received the award. It sheds light on candidates from France, Germany, Italy, Russia, and the UK during the first half of the 20th century. The aim is to highlight the candidates in the field of neurology, to discuss key arguments in the nomination letters, and to raise questions about research trends and hotspots in European neurology 1901–1950. <b><i>Methods:</i></b> Using the Nobel nomination database which contains &#x3e;5,000 nominations in the prize category physiology or medicine from 1901 to the early 1950s, we listed European neurologists who were nominated more than once during this time period. We then collected nomination letters and jury reports of the prime candidates in the archive of the Nobel Committee for physiology or medicine in Sweden to explore nomination networks and motives. <b><i>Results:</i></b> We pinpointed scholars like Joseph Babinski, Vladimir Bektherev, Sir Henry Head, Eduard Hitzig, and Ugo Cerletti. The nomination motives were diverse, ranging from “lifetime” achievements and textbooks to singular (eponymous) discoveries. Issues of scientific priority disputes were central in most nomination letters. <b><i>Conclusion:</i></b> Nobel Prize nominations constitute a lens through which credit and recognition around major contributions in neurology during the 20th century can be examined. They are unique sources that enable the reconstruction of both research trends in the field and the reputation of individual neurologists.

Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, United Kingdom, and the United States in publications that focused not only on the teaching of physiology to medical and secondary students, but on the specific applications of the content of physiology to medicine, health, hygiene, pathology, and chronic diseases. At the turn of the 20th century, texts began to appear with applied physiology in their titles and in 1926, physician Samson Wright published a textbook entitled Applied Physiology that was intended for both medical students and the medical profession. Eleven years later, physicians Best and Taylor published The Physiological Basis of Medical Practice: A University of Toronto Texbook in Applied Physiology. Although both sets of authors defined the connection between applied physiology and physiology, they failed to define the areas of physiology that were included within applied physiology. This was accomplished by the American Physiological Society (APS) Publications Committee in 1948 with the publication of the Journal of Appplied Physiology, that stated the word “applied” would broadly denote human physiology whereas the terms stress and environment would broadly include work, exercise, plus industrial, climatic and social factors. NIH established a study section (SS) devoted to applied physiology in 1964 which remained active until 2001 when it became amalgamated into other SSs. Before the end of the 20th century when departments were changing their titles to reflect a stronger science orientation, many established laboratories and offered degree programs devoted to Applied Physiology. We concluded that Applied Physiology has been an important contributor to the discipline of physiology while becoming an integral component of APS.

Precursory preparticipation examination among athletes took place during the interwar period of the 20th century at university centres, which laid the foundation for present sports and medical counselling. The first study was founded in Lvov in 1924. Initially, care was provided for non-disabled athletes, despite the fact that international sport organizations for the disabled athletes were established in those years. The interest in medical care of athletes with disabilities increased at the end of the previous century, along with the development of Paralympic sport. At the beginning of the 21st century, entire chapters devoted to this subject appeared in sports medicine textbooks. In 2018, in the book titled “Adaptive Sports Medicine”, it was finally confirmed that so-called ‘pre-participation evaluation’ is important in assessing the health status of all athletes with disabilities. However, in Poland, up until the end of the 20th century, people with various disabilities practicing sports were practically not interested in sports medicine. Analysis of available documentation and domestic literature suggests that the development of medical care in Polish Paralympic sport took place in four periods, ranging from rehabilitation to the implementation of mandatory preparticipation examination in the field of sports medicine. Moreover, the Paralympic Games in Atlanta (1996) proved to be an important event in this aspect. For the first time, the Polish representation was accompanied by a specialist in sports medicine and a massage therapist. Apart from this, a breakthrough in the development of medical care was the establishment of the Polish Paralympic Committee in 1998, which undertook many initiatives in this area. However, it was only in 2012, following the Regulation of the Minister of Health from 2011, that obligatory preparticipation examination in the field of sports medicine were enforced for all Polish athletes and representatives of the Paralympic team. But unfortunately, to this day, medical care is stock and limited to the years of paralympic games.

In tsarist Russia, there was no single organizational structure for agricultural science. The Scientific Committee of the Ministry of Agriculture, funding individual researchers, stations, as well as higher educational institutions where scientific research was conducted, led the scientific work. (Research purpose) The research purpose is in studying the stages of development of agricultural engineering science in the USSR in the period 1920-1941. (Materials and methods) Studied archival materials and research literature on this topic. The article shows the need to create an All-Russian Institute of Agriculture. The Scientific and Automotive Laboratory was organized, which later became the base for research institutes - the Scientific Automotive Institute, later renamed the Research Automotive and Tractor Institute, working in the field of automotive industry, tractor construction, automotive engines, technology and organization of automobile and tractor production. The article formulates the most important tasks of the formation of agroengineering science at the initial stage. (Results and discussion) In 1920-1941, specialized agricultural engineering research and training institutes were established, which took an active part in the formation of the Soviet tractor and automobile industry and the training of qualified personnel. The most important thing for the development of agricultural science was the formation of the All-Union Academy of Agricultural Sciences named after V. I. Lenin by the decree of the Council of People's Commissars of May 25, 1929. (Conclusions) In the pre-war period, a strong foundation of agricultural engineering science was laid. The first laws and regulations on the mechanization of agriculture and agricultural engineering were adopted. The first research institutes in the field of agricultural mechanization and agricultural engineering were organized. The first domestic tractors, grain harvesters and the most important agricultural machines were developed and put into production. The foundations of the theory were formed, the first fundamental scientific works and textbooks on agricultural machines, the processes of mechanization and electrification of agriculture were published.

This study aims to establish a model operationalization BOS program, through the analysis of Quality Function Deployment. This study was based on the presence of a variety of complaints that come from the communities to the BOS program that they can not benefit from the one hand, and the other side the Government felt that the implementation of BOS has reached three rights are the right time, the right amount, and on target. Public dissatisfaction conditions to the program evidenced by the high dropout rates.The extent to which the BOS program helps students in education funding, in turn raises a big question mark because of government policies and rhetoric seem apparent.Because it was the children of farmers, laborers, street vendors, low class servants, janitors still do not get the ease and lightness in education.Free school which echoed the Government would make society under increasingly sad to hear that. The first results of this study is the expectationof the people to the BOS program, namely:most of BOS funds can be used to offset the cost of student transportation, schools have adequate science laboratories and maximum usage, quality textbooks provided by the school, BOS program can ease the burden of school, students can discuss with the teacher outside of school hours, andSchool Committee oversees use of the funds. From this analysis known gap formed between community expectations with the level of BOS concept is still very high, both western and central regions Indonesia.Researchers feel that there is no proper policy of the Government to secure the nation's ideals in improving quality through Learning Program 9 years.Therefore, we need strategies to be more comprehensive to narrow the gap between idealism with the realities on the ground, so that education becomes more obvious problems 'roots' and more 'effective and efficient' ways to overcome. Redesigns recommended are monitoring and evaluation, increase teacher motivation, integrated management system, operational guidelines for use of the funds, supervision attached, and additional facilities. To accomplish these results it is necessary to continue the research terms, that is for two eastern Indonesia: Maluku and Papua. Keywords: recommendation of operationalization model BOS program, quality function deployment

Purpose – This is a teaching case to be used in courses on funding and execution of renewable-energy projects, sustainable development, project finance or management of financial institutions. The case has been successfully used in courses at the graduate level as well as in executive education. The purpose of this paper is to achieve the following specific objectives. First, to illustrate the adjusted present value (APV) methodology to value investment projects in a project finance setting. Second, to show how APV methodologies can be used to value investment projects with subsidized financing and temporary fiscal incentives. Third, to understand how financial institutions use debt service coverage ratios to measure the capacity of projects to repay debt obligations. Design/methodology/approach – The primary source of information for the study case came from in-depth interviews with senior officials from E+Co and project sponsors. Documents from E+Co's loan approval process and investment committee minutes were also consulted. Also a site visit was performed. Findings – The case is quite interesting along several dimensions. To begin with the case deals with an important (and somewhat difficult decision) the general manager of a financial institution has to make. From a technical point of view, the case involves an APV analysis and requires the estimation of the value added (or destroyed) by several collateral effects of debt in the capital structure of the project (something seldom treated in formal courses or standard finance textbooks). In addition, even though standard financial analysis would probably have led to select on alternative course of action, the authors know the protagonist of the case actually decided to do something different based on an additional analysis (a nice postscript for the case, therefore). Research limitations/implications – Been a case study, the findings may be quite particular of the particular situation and context. However, the case provides good insight into the difficulties and problems entrepreneurs face in developing economies as well as in funding small renewable energy projects around the world. Practical implications – The case provides a number of important lessons and learning opportunities for sponsors of renewable energy power projects and managers of financial institutions. Originality/value – Please refer to the findings section above.

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

The aim of this study is to present the findings of a comparative analysis that covers—on the one hand—the theory of tragedy presented in Poeticarum institutionum libri III by Jakob Pontanus (Spanmuller), the classical and Renaissance poetics and commentaries on which he based his work, as well as the ancient tragedies that belonged to the literary canon in Jesuit colleges, and—on the other hand—Pontanus’s theoretical approach mentioned above and his tragedy Elezarus Machabaeus. The works of Pontanus have previously been discussed by Joseph Bielmann. However, Bielmann did not present them against the background of the Greek and Roman tragedies or the statements of the ancient theorists on drama, the Renaissance theoretical reflection on tragedies, or the playwriting practice resulting from this reflection. Consequently, his characterisation of the Elezarus Machabaeus is untenable, and his comments on Pontanus’s theory of drama need reviewing. Determining whether Pontanus respected the rules of ancient tragedy or whether he openly violated them is important because he was one of the most outstanding Jesuit humanists and a person of authority in his community. If we take into account the fact that Elezarus Machabaeus was the first tragedy printed by the Jesuits, the Poeticarum institutionum libri tres was one of the first printed Jesuit textbooks of this kind, and Pontanus himself was also the author of other books recommended for reading in Jesuit colleges and participated in the work of the committee for the evaluation and approval of the Jesuit school act, his views on the imitation of ancient models should be considered influential at least to a moderate degree and at least in some literary circles of his time. This matter is addressed in the introductory part of this paper. It also contains a short presentation of Pontanus’s textbook against the background of other Jesuit poetics, as well as of his main sources in the field of drama theory. Subsequently, the author presents Pontanus’s concept of drama and then discusses his piece taking into account the context of ancient and contemporary drama theory and practice of writing. In the light of this comparative reading, Eleazarus Machabaeus seems to be generally based on ancient models despite certain peculiarities, such as the composition and absence of choruses, which may be surprising at first. Both Pontanus’s tragedy and his theoretical approach should be regarded as classical in nature.

This study was conducted to assess the implementation of task integrated focused adult education program (ITFAEP) in Estie woreda: South Gondar Zone. The study also sought to assess the challenges face and opportunities for effective implementation of this program. Mixed methods design was employed for the study and both qualitative and quantitative techniques were used. The participants of the study were 6 woreda adult education professionals, 33 cluster school supervisors, 114 ITFAEP facilitators, and 48 adult learners. The sampling technique used to select these participants was comprehensive sampling technique for the first three participants (150 in number). The 48 adult learners were selected first by cluster then by lottery system sampling technique. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions and document analysis. All selected participants were participated in giving responses to the questionnaire except adult learners. Interviews were held with the 6 woreda adult education professionals and 8 cluster school supervisors. The adult learners were participant for the focus group discussion. The documents of 11 ITFAEP facilitators were analyzed using checklist in the form of yes/no. The responses for interviews and the focus group discussions were tape-recorded and transcribed. The gathered data were analyzed quantitatively (tabulation, percentage and mean) and qualitatively by narration. The result of the study indicated that ITFAEP was not being implemented effectively. It was only in report that the program was effective, but the reality did not show the implementation of the program. Both adult learners and their facilitators had no internal interest and motivation to learn and teach well. Though the participants mentioned some fertile grounds such as the increasing of regular students in the villages of adult learners, the current high attention is given to the program by ministry of education and the supply of textbooks for adult learners, the number and degree of the challenges they mentioned were much more than the opportunities. It is found out that adults’ workload, absence of continuous follow-up and support and lack of adequate training were among the major factors hindering the implementation of the program. Therefore, based on the findings of this study, it is recommended that the board and technical committee at woreda and kebele level should provide further training for facilitators on the way how to teach adults effectively. Well organized awareness creation should be done to enhance the interest and motivation of adults and facilitators. Finally, to minimize and gradually solve the problems encountered in the effective implementation of the program, continuous and extensive orientations and training, in the form of workshops and seminars should be offered to cluster supervisors, school principals, and facilitators. Moreover, all stakeholders of the program should try their best for the realization of the program.

The aim: firstly, to show the essence of Stalin’s understanding of the Anti-Soviet elements in the context of the Socialist Successes, and, secondly, to describe neglected attitude of the authorities to the sugar industry on the example of Podillia. The Source base. The article is based on the analysis of archived investigation cases of the former NKVD found in the State Archives of Vinnytsia Region, and in “Rehabilitated by History” book series, detailing specific examples of mass arrests of sugar industry owners: from the leadership of the Oblast Sugar Trust to various directors and chief engineers of sugar mills and factories. Research methods. The historical-critical method helped to separate official propaganda from the essence of facts in the analysis of primary sources. This allows to prove the positive dynamics of development and real successes of the sugar industry, as evidenced by the author’s tables. The historical-comparative method leads to actualization of common features of the Soviet totalitarianism with the authoritarian regimes of the 21st century. Main results. Based on the analysis of in-depth reading of documents of the VIII Extraordinary Congress of the Soviets of the USSR and the long taboo regarding the researching of documents of the February-March (1937) plenum of the Central Committee of the CPSU(b), it is evident that the Secretary General of the ruling party reached a strategic conclusion. Stalin succeeded in convincing the party-state elite that the new “enemies of the people” came neither from the capitalist camp, nor from the ranks of “bourgeois specialists”, but rather from inside the party itself, declaring that the economic cadres were “clogged by spies and saboteurs”. The authors highlight the extent of the damage caused by the Great Terror to one of the important industries of Ukraine, which limited the supply of sugar to the population. Conclusions. Mass repression would have been impossible without one party’s absolute control over government and society, which is a lesson for future generations. Practical meaning. The article’s results sufficiently provide an additional justification for further studies of mass repressions and the Soviet totalitarianism, and also constitute a warning to state leaders against such “excesses” in the search for “mono-majority”. The data may be used for textbooks on the history of Ukraine, Vinnytsia Region, Polish community in Podillia, in regional studies, mass media and in fiction. Originality. The article is based on recently opened archives concerning the fate of victims of terror. Scientific novelty. The data from DAVO’s archives on the oppressed personnel of the sugar industry was first introduced into scientific circulation and summarized, the names of little-known owners of the industry are restored. Type of article: analytical.

3 February marks the 100th anniversary of I.V. Fyodorov's birth. He will remain in the memory of his students, colleagues, postgraduates and doctoral students as a kind, intelligent and great professional. The article "Service to Tomsk State University as a vital credo of Professor I.V. Fyodorov" is devoted to the main stages of life and scientific-pedagogical activity of Doctor of Law, Professor I.V. Fyodorov, who devoted more than forty years of his life to the service to Tomsk State University. A significant part of scientific and pedagogical activity of I.V. Fyodorov at TSU falls within the Soviet period of the Russian state. The university life period of I.V. Fyodorov began on October 01, 1958, when he was hired at TSU. The main period of scientific and pedagogical activity I.V. Fyodorov fell in the 60-80 years of the last century. In pedagogical activity I.V. Fyodorov professed a number of own criteria of teaching: there is nothing more practical than a good theory, knowledge of principles easily replaces ignorance of some facts, students should be taught the law, and not the laws. The main object of I.V. Fyodorov's scientific interests was the civil law contract and its variant, the commercial contract. He studied these contracts as early as in his candi-date's thesis, and then from 1965 he continued in his doctoral thesis and in numerous articles. The main scientific conclusion of his research lies in a capacious formula: The contractual regulation of economic relations is a method of influencing the economy of the USSR. The authors of the article are convinced that I.V. Fyodorov's works have not only scien-tific and historical value. Certain positions of I.V. Fyodorov on the most topical problems of civil law, the main ideas which were expressed by him in the Soviet period of work have not lost their relevance in the post-Soviet period, and some - in the present time as well. These are, for example, the ideas about the fundamental basis of civil law, the relationship between the contract and the obligation, and the importance of fault in contract law, including in busi-ness activity. In his scientific and pedagogical work, I.V. Fyodorov paid much attention to individual work with students. He supervised 20 postgraduate students and was academic adviser to 2 doctoral students. Besides his scientific and pedagogical work, I.V. Fyodorov also took an active part in educational and methodical work at the Department: he was the co-author and editor of different educational and methodical textbooks and practical works on the general part of the civil law. Until 1995, he read the special course Business Contract (50 hours), and since 1995 he led the special course "Contract Law of Russia". During different periods of his life I.V. Fyodorov fulfilled numerous public assignments: he was elected a member of the Tymsk District Committee of the All-Union Komsomol of the Tomsk region, was a member of the CPSU, was elected to various party bodies, was the Chairman of the Tomsk Regional Society "Znanie". I.V. Fyodorov was awarded a number of state medals, he was also marked with TSU badges.

ISCPES stands for International Society for Comparative Physical Education and Sports and it is going to celebrate its 40th anniversary in 2018. Since the beginning (Israel 1978) the main goals of the Society were established under a worldwide mind set considering five continents and no discrimination of any kind. The founders wanted to compare Physical Education and Sports across the world, searching for the best practices deserving consideration and applied on the purpose of improving citizen quality of life. The mission still stands for “Compare to learn and improve”.As all the organizations lasting for 39 years, ISCPES experienced several vicissitudes, usually correlated with world economic cycles, social and sports changes, which are in ISS journal articles - International Sport Studies.ISS journal is Scopus indexed, aiming to improve its quality (under evaluation) to reach more qualified students, experts, professionals and researchers; doing so it will raise its indexation, which we know it is nowadays a more difficult task. First, because there are more journals trying to compete on this academic fierce competitive market; secondly, because the basic requirements are getting more and more hard to gather in the publishing environment around Physical Education and Sports issues. However, we can promise this will be one of our main strategic goals.Another goal I would like to address on this Editorial is the language issue. We have this second strategic goal, which is to reach most of languages spoken in different continents; besides the English language, we will reach Chinese, Spanish and Portuguese speaking countries. For that reason, we already defined that all the abstracts in English will be translated into Chinese, Spanish and Portuguese words so people can find them on any search browser. That will expand the demand for our journal and articles, increasing the number of potential readers. Of course this opportunity, given by Motricidade, can be considered as a good example to multiply our scope.In June 2017 we organized a joint Conference in Borovets, Bulgaria, with our colleagues from the BCES – Bulgarian Society for Comparative Educational Studies. During those days, there was an election to appoint a new (Portuguese) president. This constitutes an important step for the Portuguese speaker countries, which, for a 4th year term, will have the opportunity to expand the influence of ISCPES Society diffusing the research results we have been achieving into a vast extended new public and inviting new research experts to innovative debates. This new president will be working with a wide geographical diverse team: the Vice President coming from a South American country (Venezuela), and the other several Executive Board members are coming from Brazil, China, Africa and North America. This constitutes a very favorable situation once, adding to this, we kept the previous editorial team from Australia and Europe. We are definitely committed to improve our influence through new incentives to organize several regional (continental) workshops, seminars and Conferences in the next future.The international research is crossing troubled times with exponential number of new indexed journals trying to get new influence and visibility. In order to do that, readers face new challenges because several studies present contradictory conclusions and outcome comparisons still lacking robust methodologies. Uncovering these issues is the focus of our Society.In the past, ISCPES started its activity collecting answers to the same questions asked to several experts in different countries and continents across the world. The starting studies developed some important insights on several issues concerning the way Physical Education professionals approached their challenges. In the very starting documents ISCPES activity focused in identifying certain games and indigenous activities that were not understood by people in other parts of the world, improving this international understanding and communication. This first attempt considered six groups of countries roughly comprehending 26 countries from all the continents.ISCPES has on its archives several seminal works, PhD proposals and program proposals, which constitutes the main theoretical framework considered in some textbooks printed at the end of the sixties in the XXth century.The methods used mostly sources’ country comparisons, historic development of comparative education systems, list of factors affecting those systems and a systematic analysis of case studies; additionally, international organizations for sports and physical education were also required to identify basic problems and unique features considered for the implementation of each own system. At the time, Lynn C. Vendien & John E. Nixon book “The World Today in Health, Physical Education and Recreation”, Englewood Cliffs, New Jersey: Prentice-Hall, Inc. 1968, together with two monographies from William Johnson “Physical Education around the World”, 1966, 1968, Indianapolis, Phi Epsilon Kappa editions, were the main textbook references.The main landscapes of interest were to study sports compared or the sport role in Nationalisms, Political subsidization, Religion, Race and volunteering versus professionalism. The goal was to state the true place of sports in societies.In March 1970, Ben W. Miller from the University of California compiled an interesting Exhibit n.1 about the main conclusions of a breakfast meeting occurred during the American Association for Health, Physical Education and Recreation. There, they identified thirty-one individuals, which had separate courses in “Comparative and/or International Physical Education, Recreation and Sports”; one month later, they collected eighteen responses with the bibliographic references they used. On this same Exhibit n.1 there is detailed information on the title, catalogue description, date of initial course (1948, the first), credit units, eligibility, number of year offer, type of graduation (from major to doctorate and professional). Concluding, the end of the sixties can be the mark of a well-established body of literature in comparative education and sports studies published in several scientific journals.What about the XXIst century? Is it still important to compare sports and education throughout the world? Only with qualitative methods? Mixed methods?We think so. That is why, after a certain decline and fuzzy goal definition in research motivations within ISCPES we decided to innovate and reorganize people from physical education and sports around this important theme of comparative studies. Important because we observe an increasing concern on the contradictions across different results in publications under the same subject. How can we infer? What about good research questions which get no statistically significant results? New times are coming, and we want to be on that frontline of this move as said by Elsevier “With RMR (results masked review) articles, you don’t need to worry about what editors or reviewers might think about your results. As long as you have asked an important question and performed a rigorous study, your paper will be treated the same as any other. You do not need to have null results to submit an RMR article; there are many reasons why it can be helpful to have the results blinded at initial review”.https://www.elsevier.com/connect/reviewers-update/results-masked-review-peer-review-without-publication-bias.This is a very different and challenging time. Our future strategy will comprehend more cooperation between researchers, institutions and scientific societies as an instrument to leverage our understanding of physical activity and sports through different continents and countries and be useful for policy designs.Next 2018, on the occasion of the UE initiative Sofia – European Capital of Sport 2018 we - Bulgarian Comparative Education Society (BCES) & the International Society for Comparative Physical Education and Sport (ISCPES) - will jointly organize an International Conference on Sport Governance around the World.Sports and Physical Education are facing complex problems worldwide, which need to be solved. For health reasons, a vast number of organizations are popularizing the belief that physical education and sports are ‘a must’ in order to promote human activity and movement. However, several studies show that modern lifestyles are the main cause for people's inactivity and sedentary lifestyles.Extensive funded programs used to promote healthy lifestyles; sports media advertising several athletes, turning them into global heroes, influencers in a new emerging industry around sports organizations. Therefore, there is a rise in the number of unethical cases and corruption that influence the image of physical education and sports roles.We, the people emotional and physically involved with sports and physical activity must be aware of this, studying, discussing and comparing global facts and events around the world.This Conference aims to offer an incentive to colleagues from all continents to participate and present their latest results on four specific topics: 1. Sport Governance Systems; 2. Ethics and Corruption in Physical Education and Sports Policies; 3. Physical Education and Sport Development; 4. Training Physical Educators and Coaches. Please consider your selves invited to attend. Details in http://bcesconvention.com/

Introduction. In the era of the formation of the world educational space, historical and pedagogical studies of regional education systems acquire special relevance. Many states, while modernising their national education systems, turn to the experience of past generations in order to understand how socio-economic changes taking place around the world and in Russia can affect the education system of a particular region. The twenties of the last century in Russia is a time of searching for new types of schools, opportunities for educating and teaching the younger generation in the spirit of the new (Soviet) ideology. The peoples of South Siberia (Altai, Shors, Kumandins, Chelkans, Teleuts, Tubalars, Telengits), united in the administrative-territorial framework of the Oirot Autonomous Region and the Gorno-Shor National Region, despite the difficulties, made a significant progress in the development of school education, including the number of the national school.The aim of the present article was to study the peculiarities of the process of formation and development of the Soviet education system among the indigenous peoples of Southern Siberia in the 1920s.Methodology and research methods. The research is based on the analysed and generalised content of archival documents, scientific sources on the history of the formation of the peoples of Southern Siberia in the context of the system-historical approach. The authors of the article studied 35 documents from the funds of the Committee for Archives of the Altai Republic and the Center for the Storage of Archives of the Altai Territory. The archival documents introduced into scientific circulation made it possible to consider the process of increasing the number of national schools, providing students with textbooks in their native language, the process of training teachers from the indigenous population, taking into account the national and cultural characteristics of the region.Results and scientific novelty. Based on the study of archival materials, the authors of the article rethink the activities of the Soviet authorities to restore and create the school network of education, its development and preparation for the introduction of universal primary education among the peoples of Southern Siberia. The issue of creating a national education system in the 1920s is closely connected with the process of indigenisation, as part of the national policy of the Soviet state and with the process of transferring the local population to settled life. By the beginning of the 1930s, a network of school institutions was created in the region, which increased the percentage of literate adolescents and subsequently enrolled in primary education all children of school age. Addressing national inequalities through the development of the education system and the eradication of illiteracy in the multinational region is of undeniable interest to educational historians and teachers.Practical significance. Today, the interest of researchers in regional history has increased all over the world; therefore, the current article will be useful to readers, as the analysis of new archival documents helps to fill the gaps in the scientific literature on the establishment of the Soviet school among the indigenous peoples of southern Siberia in the 1920s. The materials of the article can be used by teachers to design the courses on the history of education in Russia and the historical study of local lore. Moreover, the presented materials can be applied in the course of the development of a modern regional educational policy.

The article briefly analyzed the biography of the students of I.P.Lviv, the associate professor of the Chernihiv Pedagogical Institute. The purpose of our article was to show the biography of the students of the lecturer I.P.Lvov, who was known all the world. Our graduates were born and grew up in the Chernihiv region. We briefly wrote about the graduates of I.P.Lvov, and there are P. Tychyna, H. Verevka, F. Los and V. Dyadychenko. All of them grew up and lived in difficult times, when Ukraine was part of the Soviet Union. I. P. Lvov’s students made an outstanding contribution to science, culture of pedagogy in Ukraine. P. Tychyna was a famous Ukrainian poet, interpreter, public activist, academician, and statesman of the Ukrainian Soviet Socialist Republic. He was born in a big family. His father was a village deacon and a teacher in the local grammar school. In 1900, he became a member of an archiary chorus in the Troitsky monastery near Chernihiv. Simultaneously P. Tychyna studied in the Chernihiv theological school. In 1907−1913 P. Tychyna continued his education in the Chernihiv Theological Seminary. In 1913−1917, he was studying at the Economics department of the Kiev Commercial Institute. At the same time, he worked on the editorial boards of the Kiev newspaper Rada and the magazine Svitlo. In the summer, he worked for the Chernihiv statistical bureau. In 1923, he moved to Kharkiv, entering the vibrant world of early post-Revolution Ukrainian literary organizations. Later he started to study Georgian, and Turkic language, and became the activist of the Association of Eastern Studies in Kyiv. P. Tychnya printed many works, but we viewed only Major works Clarinets of the Sun, The Plow, Instead of Sonnets or Octaves, The Wind from Ukraine, Chernihiv and We Are Going into Battle, Funeral of a Friend, To Grow and Act. H. Veryovka was a Ukrainian composer, choir director, and teacher. He is best known for founding a folk choir, and he was director it for many years, gaining international recognition and winning multiple awards. Veryovka was also a professor of conducting at the Kyiv Conservatory, where he worked alongside faculty including B. Yavorsky, M. Leontovych. H. Veryovka was born in town of Berezna. In 1916, he graduated from the Chernihiv Theological Seminary. In 1918−21 H. Veryovka studied at the Lysenko music school studying a musical composition by B. Yavorsky. In 1933, he received an external degree from the institute. Since 1923 Veryovka continued to work at the Lysenko institute and later Kiev Conservatory. In 1943 in Kharkiv, H. Veryovka organized his well-known choir and until his death was its art director and a main conductor. In 1948-52 he headed the National society of composers of Ukraine. F. Los was born in the village of Pivnivchyna. He studied at the Chernihiv Institute of Social Education. He taught at the secondary school of Volochysk then at the Gorodiansky Pedagogical College of the Chernihiv Region. In 1935, he was a post-graduate student to the Institute of History of the All-Ukrainian Association of Marxist-Leninist Institutes. He researched on the rural community of the early twentieth century. F. Los worked in institutes at such departments: the head of the Department of History of the USSR and Ukraine of the Kiev Pedagogical Institute, the lecturer of the Higher Party School by the Central Committee of the Communist Party (Bolshevik), Taras Shevchenko National University of Kyiv, and the professor of the History Department. He published over 200 scientific papers, such as: 15 textbooks on the history of Ukraine co-authored about 20 collective monographs, collections of articles, collections of materials and documents. He buried in Kiev. V. Dyadychenko was a researcher, lecturer and methodologist. He was born in Chernihiv in a family of statistician. He graduated from the Chernihiv Institute of Public Education. Having received a diploma of higher education, he taught at the Mykolaiv Pedagogical Institute. Later V. Dyadychenko moved to Kiev and worked at the Institute of History of Ukraine Academy of Sciences of the Ukrainian SSR. In the Taras Shevchenko National University of Kyiv V. Dyadychenko worked at such chairs: the Department of History of the USSR, the history of the Middle Ages and the ancient history, archeology and museology. Professor V. Dyadychenko collaborate in the writing of school-books on the history of Ukraine for students in grade 7-8. V. Dyadychenko was social and political active worker. In 1973, he died.

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

This critical discourse analysis examines denials of racism in descriptions of Canada and Canadians from English language textbooks. Denials of racism often accompany racist and nationalist discourse, preempting observations of racism. The study finds that in representations of Canada or Canadians, English language texts minimize and downplay racism in Canada’s past and present while problematically and uncritically constructing Canadians as committed to multiculturalism and ethnic and racial diversity. The authors echo the call made by the Truth and Reconciliation Commission for antiracist education and education materials that speak frankly of racism in Canadian history. Cette analyse critique du discours porte sur le déni du racisme dans des descriptions du Canada et des Canadiens tirées de manuels de langue anglaise. Les dénis du racisme accompagnent souvent le discours raciste et nationaliste, empêchant ainsi la reconnaissance du racisme. Cette étude a trouvé que dans leurs représentations du Canada ou des Canadiens, les manuels de langue anglais minimisent ou amoindrissent les cas de racisme dans le passé et le présent tout en proposant, de manière problématique et incontestée, une vision des Canadiens comme étant attachés au multiculturalisme et à la diversité ethnique et raciale. Les auteurs répètent l’appel de la Commission de vérité et de réconciliation pour un enseignement et du matériel pédagogique antiracistes qui dévoilent ouvertement le racisme dans l’histoire canadienne.

This study is focused on phases of the textbook revision movement and textbook debates from the Oslo Conference organized by the International Committee of Historians in 1928. It is based on interviews by the contemporary Norwegian newspaper “Aftenposten” and on reports to the Hungarian Ministry of Education written by the Hungarian conference delegate, Sandor Domanovszky, one of the greatest Hungarian historians and authors of textbooks. Further, the author examines Kuno Klebelsberg’s (leader of the Hungarian Ministry of Education between 1922 and 1931) attitudes to the textbook issue. After World War I the Hungarian textbook revision movement was examined in depth by the institutions of the League of Nations, and at events of the International Committee of Historical Science (Comité International des Sciences Historiques – CISH). The textbook revision movement aimed to filter out tendentious and distorted prejudices towards other nations in history textbooks.