44,778 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
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
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
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
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The David W. Fentress Family Letters, 1856-1969
No full textTranscript of a letter by an unidentified author to David Fentress regarding sharing federal newspapers and the banning of federal newspapers in some areas. The author passes on the news of the war including the destruction of the Federal merchantmen by the Confederate fleet. He passes along world news: Russia preparing to go to War with Europe and how that could negatively affect the Confederacy. There is also speculation on the future of the war
Technology education teacher development in solomon islands: Enhancing teachers’ perceptions and classroom practices
No full textTechnology education in the Solomon Islands is in the process of change with the curriculum being developed into a more broad technological literacy approach, comprising of technological knowledge, technological practices, and the nature of technology. This paper is based on a two-year study (2005 and 2006) with secondary technology education teachers in the Solomon Islands. The first year of the research revealed that technology teachers in the Solomon Islands held narrow perspectives of technology and technology education, with views centering on narrow technical aspects. Classroom practices were teacher-dominated and authoritarian. Most teaching approaches included rote learning. A professional development programme based on the principles of teacher reflection, teacher support, and on-going professional development was undertaken. Workshop days were interspersed with classroom practice. The programme focussed on developing teachers’ views of the nature of technology and learning in technology education, assisting teachers in planning for effective technology teaching and introducing the concept of assessment for effective technology learning. It impacted on teachers’ perceptions and classroom practices. Changes included the teachers’ perceptions of technology and technology education, the teachers’ teaching documents, the teaching pedagogy, the teachers’ assessment practices and the students’ learning styles
The David W. Fentress Family Letters, 1856-1969
No full textTranscript of a letter by an unidentified author to David Fentress regarding sharing federal newspapers and the banning of federal newspapers in some areas. The author passes on the news of the war including the destruction of the Federal merchantmen by the Confederate fleet. He passes along world news: Russia preparing to go to War with Europe and how that could negatively affect the Confederacy. There is also speculation on the future of the war
Professional Development for a New Curriculum for a Developing Country: The Example of Technology Education in the Solomon Islands
No full textThis thesis explores the impact of a specially designed technology education
professional development programme for traditional technical education secondary
teachers to assist with the implementation of technology education in the Solomon
Islands. Technology education is a new development for the teachers in Solomon
Islands who are used to a more prescribed technical education. The technology
education in the Solomon Islands is in the process of change with the curriculum
being developed into a broader technological literacy approach comprising of
technological knowledge, technological process, and technological and societal
values. Thus, the development of teacher knowledge of technology and technology
education and their technology education practices are crucial for the successful
implementation of the new technology curriculum proposal.
The theoretical framework of this thesis is based on the interpretivist paradigm with a
qualitative case study approach. A two-year study with eight secondary technology
education teachers in the Solomon Islands was undertaken in 2005 and 2006. The
teachers existing perceptions of technology and technology education, classroom
practices and student learning in 2005 are described. The professional development
programme undertaken in 2006 and its impact on the secondary school teachers'
perceptions of technology and technology education, classroom practices, and student
learning in technology education are also examined.
The preliminary inquiry in 2005 showed that the technology teachers in the Solomon
Islands held narrow perspectives of technology and technology education, with views
centring on narrow technical aspects. The teachers' 2005 classroom practices were
very conservative with technical skills focussed teaching approaches fostered mainly
rote learning, and their assessment was dominated by summative assessment foci. The
2005 findings were used as a basis for a professional development to prepare teachers
to become more effective when teaching the proposed technology curriculum. A
professional development intervention programme was undertaken in 2006. It was
based on key professional development principles of teacher support and teacher
reflection and sharing. It was on-going and was undertaken over time. A social
constructivist learning model was used by the professiosnal development provider to
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help bring about teacher change. This programme built on the localised context and
was crafted around best practices from other professional developemnt models.
The study provides empirical evidence that the professional development intervention
programme had a positive impact on the teachers' perceptions of technology and
technology education, and teachers' teaching practices which changed from having a
technical education focus to a technology education focus. There were strong links
between teachers' perceptions and their classroom practices. When teachers
developed robust knowledge about technology and technology education, and used
appropriate technology education specific pedagogies they were able to successfully
implement the new Solomon Island technology education curriculum. The positive
impact of the professional development programme on teachers' understandings of
the nature of technology and technology education, their classroom practices, and
student learning demonstrate its effectiveness. The success of the professional
development model justifies the recommendation for its wider use in other developing
countries with similar contexts and situations to the Solomon Islands
What happened to democracy? by David Solomon
No full textWith the republican movement gathering pace, the author calls for a sweeping reassessment of Australian political system
The persuasive portrayal of Solomon in 1 Kings 1-11 and the Josianic redaction theory.
No full textThis present research is motivated by observing the diversity of views held in
understanding the portrayal of Solomon in 1 Kgs 1-11, its importance in resolving the
problem of the composition of DtrH, and especially by a certain doubt about the
pervasive Josianic understandings of Solomon. The main concern of the present study is
to establish a sound understanding of Solomon as portrayed in I Kgs 1-11 in relation to
the theories of the composition of Kings, especially the Josianic redaction theory. This
study seeks to understand Solomon in 1 Kgs 1-11 from the perspective of the text's
persuasive function in relation to the reader.
Chapter one surveys modem researches on Kings in general and the Solomon narrative
(1 Kgs 1-11) in particular. It shows that the essential question in studies of Kings and
the Solomon account is the understanding of the thematic tensions in relation to their
composition. This chapter also argues that a rhetorical approach is methodologically
relevant in solving the question.
Chapter two defines what rhetorical criticism is, and in relation to the definition, shows
how a rhetorical approach will be applied to our study of 1 Kgs 1-11. Rhetorical
criticism is a methodology concerned with determining the means of persuasion
employed in the communication, through an analysis of the text in its final form. This
chapter also establishes four practical steps for discovering the argumentative or
persuasive function of the Solomon text: the rhetorical unit, arrangement (dispositio)
and style (elocutio), argumentation (inventio), and finally the rhetorical situation and the
original reader.
Following these steps, chapter three identifies 1 Kgs 1-11 as a rhetorical unit by
showing 1 Kgs 1-2 as the true beginning of the narrative through the structural and
rhetorical connections between 1 Kgs 1-2 and 3-11. Chapter four examines how 1 Kgs
1-11 as a persuasive narration has been arranged in order to have an impact on the
reader's apprehension of the Solomon narrative. It shows the concentric structure of 1
Kgs 1-11 based on the function of repetition, which guides the reader to the picture of
Solomon's incapacity in his `covenant relationship' with Yahweh. Chapter five
examines I Kgs 1-11 from the point of view of argumentation or invention, and deals
with the understanding or evaluation of the issue in I Kgs 1-11. The narrator in 1 Kgs 1-11 shows the reader Solomon's failure in the relationship with Yahweh based on his
ethical and rational, and emotional, appeal. Chapter six defines the rhetorical situation
which causes the existence of 1 Kgs 1-11. It shows that Kings would be a fitting
response to the rhetorical situation of the Jewish exilic community in Babylon. The
community may have held very different views about their past, their identity, or the
continuity of the covenant relationship with Yahweh in the exilic or post-exilic period.
Our conclusion in this study of 1 Kgs 1-11 is that the subtle portrayal of Solomon in 1
Kgs 1-11 does not display a Josianic standpoint, but an exilic view, persuading the
Babylonian exiles to recover their covenant relationship with Yahweh or to find a new
understanding of this through the portrayal of Solomon in the light of his inevitable
failure in relationship with Yahweh
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