The story of World student relief, 1937-1943; a report to the constituency of the World student service fund.

Mode of access: Internet.

Fakalakalaka : The impact of a Tongan notion of development in a contemporary transnational world

This paper aims to explore a Tongan notion of development –'fakalakalaka' – in light of Western notions of development. Two case studies of international development aid schemes illustrate the impact of Tongan development ideas in practice. Drawing on a number of ethnographers' work on Tonga, 'fakalakalaka' appears broader than the Western notion of development. The latter is characterised by influential ideals of controllability and industrialisation. The notion of development among Tongans, on the other hand, tends to be directed by an underlying persistence that, for instance, reflects Tongan core values regarding social organisation. The production of textile 'koloa', controlled by women, emerges as central to the accomplishment of this three-dimensional development notion of intertwined physical, mental and spiritual aspects. The importance attributed to this specific kind of textile has increased in recent years and found two additional roles, or development strategies, in Tongans' contemporary transnational world.

Effects of central bank independence reforms on inflation in different parts of the world

The purpose of this study is to analyze the effect of CBI-reforms on inflation in different parts of the world from a theoretical and empirical perspective. Compared to previous studies, this study focuses on whether CBI-reforms have different effects on reducing inflation in different parts of the world. The study is based on a 132 country data-set from 1980 to 2005 compiled by Daunfeldt et al. (2008). The result indicates that the reduction in inflation due to the CBI-reforms varies between 2.2 and 12.32 percentage points in Asia, Europe, South America and Oceania, supporting the claim that implementing CBI-reforms can be successful in reducing inflation in most of the parts of the world.

E. G. Gulinin ekumeeninen työ ja ajattelu

This study explores ecumenical activity of professor and bishop E. G. Gulin (1893 1975). Gulin was one of the key figures in the Finland s Evangelical Lutheran Church during the twentieth century. He was also one of the leading persons who imported ecumenical influences from abroad. However, unlike other churches, the Church of Finland did not recognise his importance. For example, in the 1950s Gulin was seen by the Anglicans as a future archbishop for the Evangelical Lutheran Church of Finland. Gulin s career as an ecumenist can be divided to three parts. Between 1917 and 1929, Gulin learned ecumenical working methods in Finland s World Student Christian Federation. He had a background in the revivalist movement, and his parents supported him in his studies. The Evangelical Lutheran Church did not originally play a major role for Gulin, although he was a member. Between 1930 and 1944, Gulin had more and more responsibility as a leading ecumenist in Finland. He became a member of Finland s ecumenical board, Yleiskirkollinen toimikunta. During the Second World War Gulin tried to solicit assistance for Finland s war effort at theological conferences, where Finnish theologians often discussed cooperation among Christians. A third period started in 1945, when Gulin became the bishop of Tampere. His new status in the Evangelical Lutheran Church placed him in a challenging position in ecumenical questions. He had responsibility for inter-church aid in Finland. He also participated in the World Council of Churches (WCC) assemblies in Evanston in 1954 and in New Delhi in 1961. Gulin s role was quite insignificant in those meetings. Closely related to Gulin s texts about ecumenism is kokemus, experience. Gulin wrote about his ecumenical experience or ekumeeninen kokemus. He believed that it was vital for the churches to appreciate their own experiences, since experience was the basis for further development. Yet Gulin mentioned very little about Christian dogma. The main reason seems to have been that he did not believe that a union between churches could be built on dogma.

”De leker de här lekarna som är förbjudna av vuxna – för att skapa sig en egen värld.”

Syftet med denna studie är att ta reda på om det finns lekar som förskollärare upplever som problematiska, icke önskvärda eller rent av förbjuder i sin verksamhet, vilka regler som finns för lek i deras verksamhet, samt vilka diskurser kring lek i förskolan som ligger till grund för dessa uppfattningar. Vi vill även undersöka hur förskollärarna själva ser på hur faktorer som genus och egna lekerfarenheter i barndomen har påverkat deras synsätt. Metoden för studien är enskilda intervjuer av semistrukturerad karaktär, samt analys av respondenternas utsagor utifrån ett poststrukturalistiskt perspektiv. Studiens resultat visar att det bland de intervjuade förskollärarna finns föreställningar om lek som bygger på diskurser om lek som lärande, utveckling och bearbetning. När det gäller reglering av lek så ges här uttryck för ståndpunkter som vilar på diskurser om att leken ska vara säker och bygga på samtycke och ömsesidighet mellan de som leker och att ingen får bli kränkt. En slutsats av studien är att det inom svensk förskoleverksamhet både existerar förhållningssätt om totalförbud mot vissa typer av lekar, till exempel vapenlek, men även förhållningssätt som accepterar sådana lekar. En annan slutsats är att pedagoger i förskolan kan uppleva att den pedagogiska miljön begränsar deras möjligheter att tillåta vissa typer av lekar. 

Engaging marketing students : student operated businesses in a simulated world

Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university’s perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course, students participate as both consumers and marketers in a simulated world. The current article explores the effectiveness of this experiential assessment in terms of its ability to engage students. Comparing student engagement to a traditional lecture course and National Survey of Student Engagement benchmarks, the results suggest that the use of a simulated marketplace is capable of engaging students. Specifically, the assessment reported encourages more active learning and collaboration, is more academically challenging, and permits more student–faculty interaction than a traditional lecture-based course. The course structure outlined in this article permits the dynamics of a live marketing environment to be introduced into the classroom. The authors provide practical advice for educators seeking to design and implement engaging pedagogy.

What it means to become a public relations professional: student perceptions of professional identity through real-world learning

Public relations educators need new solutions to prepare students to become tomorrow's practitioner today. Managers and employers in the new creative workforce (McWilliam, 2008) expect graduates to be problem solvers, critical and creative thinkers, reflective, and self reliant (Barrie, 2008; David, 2004). Enabling students to develop these attributes requires a collaborative and creative approach to pedagogy (Jeffrey & Craft, 2001, 2004). A model for the next generation of public relations education was developed to integrate industry partnerships as a way to bridge pedagogy and professional practice. The model suggests (a) that industry partnerships be embedded in learning activities, (b) that assessment items be considered on a continuum and delivered incrementally across a course of study, and (c) that connections between classroom and workplace activities are clearly signposted for students.

Stepping Stones A world-Class Mathematics program for the Australian Curriculum Year 1 (Student Journal)

ORIGO Stepping Stones gives mathematics teachers the best of both worlds by delivering lessons and teacher guides on a digital platform blended with the more traditional printed student journals. This uniquely interactive program allows students to participate in exciting learning activites whilst still allowing the teacher to maintain control of learning outcomes. It is the first program in Australia to give teachers activities to differentiate instruction within each lesson and across school years. Written by a team of Australia's leading mathematics educators, this program integrates key research findings in a practical sequence of modules and lessons providing schools with a step-by-step approach to the new curriculum. Click links on the right to explore the program.

Contextualising learning for a real-world university: how an inverted curriculum in the first year can help better student retention

An identified issue within higher education is the high rates of student attrition after the first year, especially in the STEM disciplines. To address this issue, it is essential to reexamine and redesign the first year curriculum to engage and retain the students' interests while also scaffolding their learning experience. This session reports on an initiative based on the principles of the “inverted curriculum” within the Bachelor of Technology (BIT) course at the Queensland University of Technology (QUT) that began in 2009 and has resulted in a reduction in first-year attrition rates from 18% in 2008 to 10% in 2009 and 2010 despite a growth in student intake of 15% to 40% in the past two years. We present the process and methods that helped achieve this and initiate a discussion on the innovations that are possible within this concept of inverted curriculum and how it can be implemented.

World-wide evangelization the urgent business of the church; addresses delivered before the fourth international convention of the Student volunteer movement for foreign missions, Toronto, Canada, February 26-March 2, 1902.

http://www.archive.org/details/worldwideevangel00unknuoft

Edexcel GCSE history A : the making of the modern world. Unit 2A : Germany 1918-39. Student book.

Es una de las cuatro unidades del curso de preparación para los exámenes del General Certificate Secondary Education (GCSE). Estos temas explican los acontecimientos históricos sucedidos en los últimos cien años y ayudan a entender los problemas del mundo actual. Esta unidad se centra en el estudio de la República de Weimar, el asombroso ascenso de Hitler al poder y la creación de un estado policial en la Alemania nazi. Una parte del libro se dedica al repaso y la preparación del examen.