10,771 research outputs found
Labour mobility and diaspora: An overview of Solomon Islands’ historical regulatory experience, 1850s-2013
No full textWith less than 4,500 of its population of around 600,000 living overseas in 2013, the Solomon Islands ranks 138th in the world for diaspora formation. At these levels the scale of the diaspora as a proportion of population (0.8 percent) remains lower than it was in the early 20th century, when more than 5,000 Solomon islanders were compulsorily repatriated from Queensland under early Australian Commonwealth legislation. This working paper retraces and reframes the history of Solomon Islands labour mobility and diaspora formation since the 1850s, considering it in relation to the wider institutional and macro-regulatory machineries of three phases or regimes of economic, trade and mobility regulation. These regimes are referred to in this paper as: 1.liberal imperial, 2. national territorial and 3. International neoliberal. We argue that Solomon Islanders’ participation in labour mobility has been substantial under all three phases, but that international mobility and diaspora formation only developed significantly under the liberal imperial regime. Even then, however, its development proved precarious. The ways regional actors and governments acting within the different regimes have framed and segmented labour markets continue to powerfully shape mobility and diaspora outcomes. The paper concludes with a discussion of the implications of the situation to date for future economic development and security in Solomon Islands
Making sense of health education in the Solomon Islands.
No full textThis article explores both the process and outcomes of a working Partnership between Solomon Islands College for Higher Education and the University of Waikato that explored the development of the initial teacher education health education courses. Through a process of co-construction and inquiry, teacher educators from the Solomon Islands and New Zealand developed a metaphorical context-specific model to represent understandings of health education in the Solomon Islands. The model and what this has meant for teaching and learning in health education at both SOE and in schools is examined
Israel's worst king? : the story of Ahab in light of its relationship to the stories of Saul, David and Solomon
No full textIn the story of King Ahab (I Kgs 16.29-22.40), Ahab is declared to be the worst person in the Hebrew Bible(I Kgs 21.25)seemingly because he repeats the infamous crimes of King Saul, King David and King Solomon. Because of the similarities in the behaviour of Ahab with his three predecessors, however, the story is a story about these three kings as well. As a result of the associations, Ahab's evil status is challenged. Views of the character Ahab in other literary traditions lend credence to the suggestion that Ahab does not live up to his bad name, and a close reading of the text of the story supports the suggestion. Such a reading leads to seeing King Ahab as a character who
is a composite of Saul, David and Solomon at their worst. These correspondences between the four kings lead to several results. Without saying that Ahab is not wicked, the correspondences (relatively) normalise the moral character of Ahab (in that Saul, David and Solomon may be considered 'normal'), while they diminish the moral character of the three kings by their association with Ahab. As a result, Ahab is viewed in a different and better light than what he is declared to be, while Saul, David and Solomon are viewed
in a lesser light. The diminishing after-effect also leads to rereading the stories of Saul, David and Solomon in the light of the story of Ahab. Read from such a perspective, their stories become stained by the stigma of being associated with Ahab
005b1. David and Solomon
No full textThe class covers the David and his sin of adultery and the rise of Solomon as King of Israel.https://scholar.csl.edu/otcontenthistory/1011/thumbnail.jp
Funds of knowledge: Developing a Diploma in Teaching in Early Childhood Education in the Solomon Islands.
No full textThis article discusses how three early childhood teacher educators, from the Solomon Islands College of Higher Education School of Education and the University of Waikato Faculty of Education, worked in partnership together and with others to develop a new Diploma in Teaching Early Childhood Education (ECE) for the Solomon Islands. We argue that the knowledge and understandings that we shared about New Zealand early childhood education and its bicultural curriculum Te Whāriki made our task easier from the outset. So too did our shared "funds of knowledge" and expertise, particularly the Solomon Islands women's indigenous knowledge and abilities to reflect on teaching and learning in their nation and New Zealand, two contexts they understood well. As we worked through a range of issues related to the development and delivery of courses, the primacy of relationships and historical, cultural and social contexts for learning were reinforced. Broad understandings of relevant education pedagogy for adults and young children were incorporated through the diploma development process. The result was a new Diploma in Teaching Early Childhood Education and new ways of teaching and learning embedded in Solomon Islands contexts, blending the best of local and imported knowledge. This article adds to a small body of literature related to ECE in the Solomon Islands and the Pacific region
David Solomon, interviewed by Tom Spurling and Terry Healy, 12 January 2017 and 2 February 2017
No full textDr David Solomon talks about his childhood growing up during the Depression in Adelaide,
Broken Hill and Sydney. He talks briefly about the death of his father when he was 16 and
the fights between Australian and American troops on the streets of Sydney.
David then discusses his education at Ultimo Tech and the Sydney Technical High School and
his decision to work at BALM Paints (which became Dulux) after finishing his secondary
education. This enabled him, while working, to do his Associate Diploma at the Sydney
Technical College and eventually degrees up to a PhD degrees up to a PhD at the University of New South Wales. David moved his young family to Melbourne in the early 1960s to work in the Dulux Research laboratories at Clayton. This long industrial career stood him in good stead for his later career in CSIRO.
David joined the CSIRO Division of Applied Mineralogy at Fishermens Bend in 1963 after being rejected for a position in the Division of Organic Chemistry. He talks in detail about his research activities in that Division, and how he built networks and connections both within CSIRO and with the broader technical community.
A turning point in David's career was in 1968 when the CSIRO Chairman, Dr Jerry Price came to his office to ask 'how do you make a more secure banknote?' The interview canvasses many issues to do with the 'bank project'.
In the next part of the interview, Dr Solomon discusses his appointment as Chief of the Division of Applied Organic Chemistry and his vision for developing research programs closely connected to the needs of the Australian chemical industry
Dr Solomon was very much involved with the Royal Australian Chemical Institute and talks about the importance of professional societies in connecting public sector researchers to their industry counterparts.
In the final stages of the interview Dr Solomon reflects on his post CSIRO work and on the future role of public sector research in the national innovation system
Australia's costly investment in Solomon Islands: the lessons of RAMSI
No full textSummary
In this Analysis Lowy Institute Melanesia Program Director, Jenny Hayward-Jones, argues that Australia’s massive expenditure of 2.6 billion on the Regional Assistance Mission to Solomon Islands over ten years was a high price to pay for stability in a country of 500,000 people.
The RAMSI experience showed the value of integrating Australia’s foreign, economic, aid and security policies and just as importantly of working with Pacific island partners in the region.
Large-scale missions like RAMSI would benefit from clearly defined exit strategies and rigorous assessment of performance in order to control costs and maximise impact
The significance of parallels between the 'Testament of Solomon' and Jewish literature of late antiquity (between the closing centuries BCE and the Talmudic era) and the New Testament
No full textThe TSol is a Christian composition of late antiquity which narrates the story
about how King Solomon built the Temple of God with the aid of demons he
subjugated. Comparative analysis between the TSol and Jewish literature of late
antiquity (between the closing centuries BCE and the Talmudic era), and the
New Testament is primarily to establish any literary dependence and explore the
nature of contact between the TSol and these materials; and also to isolate
Jewish elements in the TSol. The Jewish materials discussed are the Hebrew
Bible, the LXX, Tobit, Wisdom of Solomon, Pseudo-Philo, certain Qumran
documents (11 PsApa and the Copper scroll), Josephus' Jewish Antiquities,
Ecclesiastes, Proverbs, Song of Songs, rabbinic literature, and certain Aramaic
incantation texts. My research has shown that parallels do exist between the
TSol, the Jewish literature discussed and the New Testament. The parallels
between the TSol and the aforementioned literature are twofold: verbal and
conceptual. Verbal parallels occur in the form of technical terminology;
quotations, allusions and echoes. The second type of parallels appears in the
form of motifs, themes, structural elements and ideas. These parallels seem to
dominate in my analysis. There is no need to explain the parallels between the
TSol and the literature discussed in terms of literary dependence. I have
attempted to demonstrate that these parallels in most of the literature are
indicative of indirect influence through shared use of the biblical tradition: motifs,
stories and themes regarding King Solomon; a common fund of oral tradition(s)
regarding Solomon's magical power over demonic world; shared literary
language, milieu, and cultural conventions. Moreover, the author of the TSol
seems to have recycled Jewish materials pertaining to Solomon and related
motifs in his work. Apart from the New Testament, the best case for a direct
influence of a Jewish work on the TSol is Tobit
The Solomon Islands School of Education Partnership: Aspirations, context and design in educational change.
No full textThis article provides a background and context for a project that linked the School of Education in Solomon Islands College of Higher Education (SOE) with an external partner to work together on institutional and educational change. The four and a half year Partnership was funded by the New Zealand Aid Programmei. Pre-service teacher education in Solomon Islands is mainly provided by the School of Education. For a number of years the school has faced many challenges in its attempt to offer quality pre-service teacher education. Some challenges were external, such as political instability and ethnic unrest, and some were internal, such as a need to address the school's aims, design of programmes, quality of teaching, learning and assessment and the professional development of academic staff. We explain how the partnership responded to challenges and evolved in a way that recognised the input of the School of Education staff and avoided the imposition of solutions by the external partner. The major aspirations and intentions of the Partnership are described along with indications of positive changes that led to an extension of the project. A major change in the school was the inclusion of a teacher education programme for some of the many untrained practising teachers in the Solomon Islands. It is pointed out, however, that there were risks and challenges that faced the Partnership over its duration. Some were outside the control of the partners and others could be addressed and improvements made, especially within the school using a collaborative approach. It is argued that issues remain and further impetus is needed to effect more lasting change
Sustaining organisational change: Teacher education in the Solomon Islands.
No full text"Sustainability is the capacity of education reform initiatives to continue" (Webster, Silova, Moyer, & McAllister, 2011, para. 12). In this article we reflect upon the process of organisational strengthening that was a key component of the Partnership between the Faculty of Education at the University of Waikato and the School of Education, Solomon Islands College of Higher Education. We argue that within the New Zealand Aid Programmei funded partnership, the building of mutually respectful relationships, building leadership capacity and the respect for and inclusion of indigenous cultural considerations were key to the organisational change process and its sustainability
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