Journal articles on the topic 'Yarra Bank School History'

Two kinds of bank note issued by YanTai XiGongShun, the Republic of China, are collected by Laboratory of Printing History, School of Printing and Packaging Engineering, Beijing Institute of Graphic Communication. The colors on these bank notes are bright and the patterns and signs can be easily recognized. All bank notes are of the elongated shape, and are printed with bank name, par value, circulation area, anti-counterfeiting characters and decorative pictures in the front of the bank notes. The two colors on these bank notes were analyzed using laser Raman microscopy, and the results showed that the red, blue and green pigments are cinnabar, Lapis lazuli, respectively.

In the classical monetary debates, the Banking School held that notes would be equally demand-elastic whether supplied by many issuers or a single one. The Free Banking School held that notes would be less demand-elastic if supplied by a single issuer. These assertions have rarely, if ever, been subject to more stringent statistical testing. In this study the elastic properties of the note stock of the Swedish note banking system in 1880–95 is compared with those of the regime in 1904–13, when the Bank of Sweden held a note monopoly. Evidence suggests that notes did not become less elastic after monopolisation, thus lending support to the views of the Banking School.

The main opponent to the Bank Charter Act of 1844 in the Currency-Banking School debates of the 1840s and 1850s was undoubtedly Thomas Tooke (1774–1858). As is well known, the 1844 Bank Act embodied the Currency School's plan for the institutional separation of the Bank's “public” function of issuing banknotes in exchange for coin (bullion) from its “private” business of banking, consisting of receiving deposits, buying and selling securities in the open market, and discounting bills brought to its door. The objective of this plan was to compel the Bank of England to issue its banknotes pari pasu with changes in its bullion reserves. The Bank Charter Act of 1844 was perhaps the first attempt to introduce central banking “rules.” Tooke's grounds for criticizing the Act are, therefore, of interest to contemporary monetary economists. From 1840 until his last publication in 1857, Tooke engaged in a relentless campaign against the institutional separation of Bank of England functions under the 1844 Act. Before the Act's inception Tooke criticized the Currency School's plan on theoretical, as well as policy grounds. After its inception Tooke mainly criticized the 1844 Bank Act for actually contributing to monetary instability. These criticisms stemmed from Tooke's long-established position on banking policy together with the Banking School theory he largely developed in the early 1840s.

In the current era of quantity theorists and inconvertible currencies, the real bills doctrine has received a surprising amount of recent attention (e.g., Sargent and Wallace, 1982; Smith, 1988; Selgin, 1989; Cunningham, 1992). While the real bills doctrine has a long history, the doctrine underwent considerable evolution during the period from the Bullionist debates of the Restriction Period, 1797–1819, to the Banking School versus Currency School debates surrounding the introduction of Peel's Act in 1844. The debates of the Restriction period are significant for being directly concerned with the workings of an inconvertible, real-bills-based paper currency while the later debates involved the real bills doctrine under convertibility. A primary objective of this paper is to explore the views that Robert Torrens held concerning the inconvertible and convertible versions of the real bills doctrine as a rule for central bank policy. Torrens's contributions as an anti-bullionist and, later, as a leading member of the Currency School reflect the importance that both convertibility and bank lending practices have for interpreting the real bills doctrine and the related law of reflux. The apparently paradoxical evolution of Torrens's monetary thought identified by Lionel Robbins (1958) is attributed primarily to the evolution of his views on bank lending practices.

Mikhail Tarielovich Loris-Melikov is a person who has gone down in the history of Vladikavkaz by many good deeds that have left a rich cultural and historical mark forever. He took the most active part, including financially, in the organization and functioning of a number of charitable and social and cultural institutions, donating significant sums from his own capital and income. The craft school of pre-revolutionary Vladikavkaz survived all epochs of political transformations and military events. Thanks to the vocational school, production on the territory of Ossetia developed successfully since there were high-quality trained cadres in a new direction, but functions to this day, preserving the memory of Mikhail Tarielovich as its founder. The financial investment and the capital left by Loris-Melikov in his will served as the basis for the functioning of the school during the first few decades since its opening. The difficult periods in which the educational authorities were forced to change the rules of admission in connection with those and other reasons causing financial difficulties are also briefly touched upon. The article provides information on income in the form of interest deducted by the bank and the expenses of these amounts for the needs of the school, including scholarships for students. The content of the publication will make it possible to trace the expansion of directions in the training of specialists due to the opening in different years of new departments, with a narrow specificity. The publication will allow you to have an idea of the urban life of this period, since it partly reflects the life of the inhabitants who turned to the workshops of the vocational school for household services, which the school was quite capable of providing conclusion, we are talking about the post-revolutionary activities of the school based already on the Soviet education system.

One of the historical relics is a cultural heritage building. Cultural heritage buildings located around student are necessary and important to be introduced to them so that they will be interested in studying history. In the city of Pontianak itself, there are cultural heritage buildings that student need to study as a source of historical learning, namely the cultural heritage buildings located in the Duizen Vierkanten Paal area as a Dutch historical heritage. This study aims to identify the sites of cultural heritage buildings in the Duizen Vierkanten Paal area of Pontianak City and how to use them in learning history at SMA Negeri 3 Kota Pontianak City. This research uses descriptive research with a qualitative approach. Data was collected through literature study, observation, and interviews. The interactive analysis technique of the three components of the analysis used is data reduction, data presentation and conclusion drawing or verification. The results of this study are 1) Duizen Vierkanten Paal is the center of the Colonial government (Eropesche Bestuur) for Westersche Afdeeling van Borneo. There are several cultural heritage buildings left by the Dutch colonial government, including: The Old Bank Indonesia Building (De Javasche Bank Office Pontianak Branch), the Old Post Office (post telegraph office), the Kwarda Pramuka Building West Kalimantan and the Pontianak 14 State Elementary School (Holland Inlandsche School). 2) For the use of cultural heritage buildings located in the Duizen Vierkanten Paal area, teachers can implement it in the form of outdoor learning-based history learning. Salah satu peninggalan sejarah adalah bangunan cagar budaya. Bangunan cagar budaya yang terdapat di sekitar siswa perlu dan penting untuk dikenalkan kepada mereka sehingga meraka akan tertarik untuk mempelajari sejarah. Di Kota Pontianak sendiri terdapat bangunan cagar budaya yang perlu dipelajari oleh siswa sebagai sumber pembelajaran sejarah yakni bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal sebagai peninggalan sejarah Belanda. Penelitian ini bertujuan untuk mengidentifikasi situs bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal Kota Pontianak dan bagaimana pemanfaatannya dalam pembelajaran sejarah pada SMA Negeri 3 Kota Pontianak. Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui studi kepustakaan, observasi, dan wawancara. Teknik analisis interaktif dari tiga komponen analisis yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi. Adapun hasil dari penelitian ini adalah 1) Duizen Vierkanten Paal merupakan wilayah yang pusat pemerintahan Kolonial (Eropesche Bestuur) untuk Westersche Afdeeling van Borneo. Terdapat beberapa bangunan cagar budaya peninggalan pemerintahan Koolonial Belanda yakni antara lain: Gedung Bank Indonesia Lama (Kantor De Javasche Bank Cabang Pontianak), Kantor Post Lama (post telegraf kantoor), Gedung Kwarda Pramuka Kalimantan Barat dan Sekolah Dasar Negeri 14 Pontianak (Holland Inlandsche School). 2) Untuk pemanfaatan bangunan cagar budaya yang terdapat di area Duizen Vierkanten Paal ini guru bisa melaksanakannya dalam bentuk pembelajaran sejarah berbasis Outdoor Learning.

The paper provides an overview of the organizational work among Slovenians in Toronto, Ontario, done immediately after the Second World War by a member of the Congregation of the Mission (Vincentian Fathers), Dr Jakob Kolarič (1902–1984) from Ljutomer. He endeavoured for the founding of the first Slovenian ethnic parish in Canada and built the first pastoral centre together with the community. He founded the Slovenian holiday retreat and started publishing a monthly called The Word of God to promote contacts among Slovenians spread across Canada. Moreover, Kolarič also ensured the establishment of a Slovenian school, bank, and various cultural and educational associations. After returning to Europe, he lived in Austrian Carinthia and put every effort into collecting documents on Bishop Gregory Rožman (1883–1959), the head of the Diocese of Ljubljana.

The paper provides an overview of the organizational work among Slovenians in Toronto, Ontario, done immediately after the Second World War by a member of the Congregation of the Mission (Vincentian Fathers), Dr Jakob Kolarič (1902–1984) from Ljutomer. He endeavoured for the founding of the first Slovenian ethnic parish in Canada and built the first pastoral centre together with the community. He founded the Slovenian holiday retreat and started publishing a monthly called The Word of God to promote contacts among Slovenians spread across Canada. Moreover, Kolarič also ensured the establishment of a Slovenian school, bank, and various cultural and educational associations. After returning to Europe, he lived in Austrian Carinthia and put every effort into collecting documents on Bishop Gregory Rožman (1883–1959), the head of the Diocese of Ljubljana.

Waqf plays a very significant economic and social position in Islamic history. Waqf acts as a source of financing for worship, education, social and public services. Many developments in the Islamic economic sector or Islamic banking are related to waqf, not least in 2017 the Government together with the OJK initiated the existence of a Micro Waqf Bank as an effort to answer the problem of poverty, in collaboration with Islamic boarding schools in Indonesia. using primary and secondary data using descriptive qualitative analysis. The results of this research prove that the term Micro Waqf Bank was chosen because the government wants the core of the funds distributed to the community to be maintained in principle without reducing the benefits, not only that it is called Micro Waqf Bank because the BWM operation is located in a boarding school area. Throughout the development of this BWM, using the term micro waqf bank in naming the institution, but from the legal basis and the form of the legal entity it is very far from the name. The legal entity of BWM is a cooperative, on the other hand, the business license of BWM is a sharia microfinance agency, so its supervision is under the Financial Services Authority. The involvement of Universities in the context of community service for community empowerment is very strategic in order to carry out complete human development, and in the context of community empowerment and Micro Waqf Bank instruments have the potential for community economic development, especially in the pesantren environment, to create an empowered, independent and independent society

The personalized recommendation system influences the recommendation of ideological and political teaching resources in universities, resulting in a high MAE score. As a result, under the school-enterprise collaboration paradigm, this study proposes a customised recommendation approach for ideological and political teaching resources in colleges and universities. The ideological and political teaching resource bank is developed against the backdrop of the teaching paradigm that combines universities and businesses. Learners’ browsing data history is gathered to create a learning interest model for them. A hybrid collaborative filtering recommendation method was devised, and a recommendation engine was established by Taste component, taking into account individualised resource recommendation needs and information entropy weight distribution mode. When compared to previous techniques, the developed customised recommendation method considerably enhances the recommendation quality of instructional resources and reduces MAE by 29% and 34%, respectively.

caused by the integration of the domestic education system into the European space, so it is important to study and analyze the experience of formation and change of previous, pre-Soviet educational systems in Ukraine.The purpose of the study is to analyze the process of the formation of commercial education in the Right Bank of Ukraine in the post-reform period and to determine the factors that influenced its development.The research methodology is based on the application of the principles of scientificity, objectivity, historicism, and systematicity. The use of historical-systemic, functional, and historical-comparative methods allowed to study the process of establishment and functioning of the first commercial schools.The genesis of the historiography of the problem had the following stages: 1) the work of pre-revolutionary authors (second half of the XIX century - 1917), which depended on censorship restrictions and in which moderately complementary guidelines prevailed; 2) research of representatives of Soviet historiography (1917 - 1991) years), which operated in conditions of ideological constraints dominated by the relevant critical paradigm; 3) works of modern authors (since 1991 - till now), in which attempts are made to develop a balanced position taking into account both positive and negative trends in the development of secondary education in the Russian Empire in the relevant period. However, the field of research of scientists left the facts that contributed to the development of commercial education as a holistic system of training entrepreneurs for the country in the second half of the nineteenth - early twentieth century.Results. The reforms of the Russian Emperor Alexander II in the second half of the XIX century led to the rapid industrialization of the country, as well as gave a powerful impetus to the development of industry, trade, banking, and exchange. All this raised the need for new qualified personnel and gave impetus to the solution of a long-overdue educational issue.In the 1860s and 1990s, the development of commercial education on the Right Bank was carried out on the initiative and at the expense of the region's industrial and merchant circles. In an effort to remove Poles and Jews from power in the province and to limit their influence on the population, the imperial authorities were reluctant to support initiatives to establish commercial schools. Even with permission to open a school, various bans were imposed on the content and organization of education.At the turn of the century, the situation changed somewhat. Polish influence in the right-bank provinces weakened, which allowed the introduction of zemstvos and a revision of educational policy. The government is now more willing to establish commercial institutions, although quotas for Polish and Jewish children remain. Zemstvos provided significant financial support to schools and their low-income students.Conclusions. Under the influence of qualitative state-building changes and active activity of the new elite, which sought further financial prosperity through professional education and establishment of educational institutions at its own expense, a network of commercial educational institutions was formed in the Right Bank Ukraine in the post-reform period. The effectiveness of this process was greatly influenced by the state, exercising its own legislative, supervisory, and regulatory functions in order to limit the political ambitions and influences of the Polish and Jewish minorities.

Like other parts of the muslim world, Indonesia has experienced an Islamic revival since the 1970s (cf. Hefner 1997; Jones 1980; Liddle 1996, 622–25; Muzaffar 1986; Schwarz 1994, 173–76; Tessler and Jesse 1996). To date, representations of Indonesia's Islamic revival have featured forms of religious practice and political activity concerned with what in the Sufi tradition is called the “outer” (lahir) expression of Islam: support for and observance of religious law (I.syariah, A.syari'at), including the practice of obligatory rituals. Thus commonly mentioned as evidence of a revival in Indonesia are such things as the growing numbers of mosques and prayer houses, the increasing popularity of head coverings (kerudung, jilbab) among Muslim women and school girls, the increasing usage of Islamic greetings, the more common sight of Muslims excusing themselves for daily prayers and attending services at their workplaces, the appearance of new forms of Islamic student activity on university campuses, strong popular agitation against government actions seen as prejudicial to the Muslim community, and the establishment in 1991 of an Islamic bank.

Chinese students began learning English during compulsory education, have a long history of English learning, and focus on vocabulary, grammar, and other aspects of the language in middle school. Teaching resources include a variety of teaching conditions, such as materials. In a broad sense, they also include educational policies and other contents. They typically include teaching materials, cases, films and television, pictures, courseware, teacher resources, teaching aids, and infrastructure. In this case, cloud computing provides a good technical platform for solving the problems mentioned above in college English teaching (CET). Cloud computing enables the desktop use of Internet resources while reducing personal computer performance. In this paper, we will create a data resource data bank based on the cloud computing concept, making the most of existing resources, avoiding repeated development, and achieving curriculum content sharing. Reduce the cost of developing online courses, shorten the development cycle, and ensure that they are of high quality. This paper investigates the use of cloud computing to build a CET resource data bank. The cloud computing platform enables multiperson collaboration, document creation, editing, and sharing, all of which are characteristics of constructivism and collaborative learning theory.

The National Institute was founded in 1938, after a first initiative by Sir Josiah Stamp in the early 1930s. Stamp, who was the President of the London Midland and Scottish railway, had been connected with a Rockefeller Foundation scheme to provide fellowships in the social sciences; he became convinced that a wider attack was needed on the problem of financing the social sciences in Britain and his objective became the development of a central unit, of British origin, with funds under its own control. This would supplement and replace the help given by the Rockefeller Foundation (then the main source of research funds in the British social sciences) and develop an increasingly large research effort in economics and related subjects. Stamp made known his views and with the support of a number of prominent academics, in particular William Beveridge, Director of the London School of Economics; Henry Clay, Economic Adviser to the Bank of England; and Hubert Henderson, Secretary of the Economic Advisory Panel, began to search for British financial support.

The object of this research is the Soviet historical paradigm in its development. The subject is the achievements of Soviet historians in studying postwar collectivization in Right-bank Moldova. The author dwells on the impact of objective and subjective factors upon the course of historical science during the Soviet period. The article traces the evolution of topics and assessments given in the articles, monographs and collective summary works dedicated to the history of the republic. The novelty of this study is consists in the analysis of the works of Soviet historians from the perspective of modern historical paradigm, which was founded by the scientific school of V. P. Danilov. Examination of the Soviet historiography of collectivization in Right-Bank Moldova allows making the following conclusions: 1) the key problem of Soviet historians consisted in the limited access to archival documents; 2) the agrarian historiography of the problem is often subjective and interprets the information from available archival documents and various statistical records through the prism of generally accepted Soviet ideological attitudes; 3) same as in studying collectivization of the 1920s – 1930s, the topics associated with the violations during collectivization and “dekulakization” remained under the ideological ban; 4) the specificity of historiography of collectivization in Right-Bank Moldova was the significant attention of historians to this problem in the late 1960s – 1970s, which the author believes is associated with L. I. Brezhnev, who was the First Secretary of the Central Committee of the Communist Party of the Soviet Union in the 1951 –1952 and the conventional methods for organizing the collective farms in the republic.

The paper considers the evolution of the money supply concept in economics through the lens of contemporary discussion on the degree of its endogeneity. It is stated that the model of exogenous money supply formation, widespread in the literature and actively criticized in recent decades, is an artifact of macroeconomic thought. Its dominance lasted a very short time period, and various forms of endogeneity were attributed to money supply much more often in the course of monetary theory development. Authors cover the debates between the currency and banking school in the XIX century, the birth of the theory of money multiplier, Keynes’ position, the monetarist view of money supply and its criticism by Post- Keynesians. Particular attention is paid to the turn in views within the mainstream, from the Real Business Cycles doctrine to state-of-the-art models of the New Synthesis. It is emphasized that the complete exogeneity of money supply is a distinctive feature only of the monetarist approach, which has relied on the specifi c assumption of the stability of money demand function. The paper shows that, despite the visible convergence between the New Keynesian and Post- Keynesian positions, based on the modeling of interest rate targeting rather than money supply targeting by the central bank, fundamental differences still remain between two camps regarding the endogeneity mechanism.

This paper examines the failures or in some cases near-failures of financial institutions that started the 12 most severe peacetime financial panics in the United States, beginning with the Panic of 1819 and ending with the Panic of 2008. The following generalizations were true in most cases, although not in all. (1) Panics were triggered by a short series of failures or near-failures; (2) many of the failing institutions were what we would now call shadow banks; (3) typically, the source of trouble was an excessive investment in real estate; and (4) typically, they had outstanding reputations for trustworthiness, prudence, and financial acumen—before they failed. It appears that in these respects the Panic of 2008 was an old-school panic.[a panic] occurs when a succession of unexpected failures has created in the mercantile, and sometimes also in the non-mercantile public a general distrust in each other’s solvency; disposing every one not only to refuse fresh credit, except on very onerous terms, but to call in, if possible all credit which he has already given.—John Stuart MillAll of this has happened before, and it will all happen again.—Peter Pan

The article deals with historiography about the cultural and educational development of Jews in Dnipro Ukraine during the 19th – early 20th centuries. The formation and functioning of a Jewish educational system in Volhynia during that period, the work of Zhytomyr Rabbinical School and Zhytomyr Jewish Teachers Institute, spiritual-cultural and education activities of Jews in Left-bank Ukraine, Right-bank Ukraine, South-East Ukraine, which was then part of the Russian Empire, and on Western Ukrainian lands of Austria-Hungary are reflected in the historical science. While appreciating the progress of Judaic studies, it should be noted that today this subject needs to be developed further. This is especially important for understanding the key issues of Ukraine’s History and World History. The analysis of a wide range of historical sources, especially archival materials, will contribute to the objective presentation of the history of Jewish community as unique historical and cultural phenomenon and an important part of the Culture of Ukraine. The ideological and political pressure of Soviet era has slowed down Judaic studies, fulfilment of their scientific and practical potential. In the late 1980s there has been an upsurge of interest in the Jewish history. Research studies of Independent Ukraine have contributed to introduction into the scientific activities of new historical sources, developing innovative projects and ideas, improving methodological approaches. The role of Jews in increasing European cultural influences on the Ukrainian lands is a perspective direction of the historical research. In the period of raising the national spirit of Jews during the 19th – early 20th centuries, the number of Jewish students from Ukraine who studied in European universities has increased. Attention needs to be shifted towards an important social function of ethnic research, the results of which foster establishing Ukrainian cultural environment based on tolerance, mutual respect, humanism and cross-cultural dialogue

W artykule przedstawiono okoliczności powstania i likwidacji klasztoru. Zaprezentowano rezultaty badań autora dotyczących poprzednich okresów historii klasztoru. Prześledzono działania podjęte przez rosyjskie władze okupacyjne w celu ograniczenia działalności i zamknięcia klasztorów bazylianów w prawobrzeżnej Ukrainie. Ukazano działalność szkoły powiatowej przy klasztorze w Humaniu. W załączeniu życiorysy mieszkańców klasztoru. Monitorowano dynamikę liczby mnichów i uczniów szkoły klasztornej. Analizowane są główne cechy prozopograficzne monastycyzmu bazyliańskiego w Humaniu: etapy formacji duchowej i intelektualnej, obowiązki, struktura wieku i czasu. The circumstances of the foundation and liquidation of the monastery have been revealed. The results of the author's research on previous periods of the history of the monastery are presented. The measures taken by the Russian occupation authorities to limit the activities and close the Basilian monasteries in Right Bank Ukraine were traced. The activity of the Uman district school at the monastery was considered. Biographies of the inhabitants of the monastery are attached. The dynamics of the number of monks and students of the monastery school were monitored. The main prosopographic characteristics of the Uman Basilian monasticism are analyzed: stages of spiritual and intellectual formation, duties, age and time indicators.

Official government educational pronouncements and policy in the Kyrgyz Republic have called for wider access and participation in higher education as an essential part of the general strategy to build democracy and a market economy. The number of higher education institutions (vuzy) has increased from approximately 10 at the end of the Soviet period to 50 institutions, with over 200,000 students now in attendance. Various international statistical sources show that higher education enrollments peaked above 70% of secondary school graduates in the early 1990s. For the past decade, these figures are lower yet still substantial. UNDP reports between 53% and 63%, while the World Bank and UNESCO report between 41% and 45%. In any of these calculations, however, higher education enrollments in Kyrgyzstan have at least trebled since independence, which is even more remarkable considering that the Kyrgyz system of higher education has become almost entirely paid for by students and parents rather than by the national government.

The article reveals the most important milestones of the life and activity of the famous Ukrainian historian and public figure D. Bagaliy. It is emphasized on his contribution to the Ukrainian national revival. The scientific heritage of D. Bahaliy is analyzed. It includes about 350 works, in particular, monographs, archaeological publications, scientific articles on the history of Ukraine, historiography, archival studies, sources of sources, etc. It was emphasized, that the center of his attention was the history of Slobidska Ukraine, its socio-economic and cultural development, the heritage of H. Skovoroda, the history of Kharkiv and Kharkiv University. D. Bahaliy is the founder and leader of the scientific school of researchers of Slobozhanschyna and Left-Bank Ukraine in Kharkiv. The active social activity of the scientist as a representative of the liberal scientific intelligentsia was determined. There is haracterized the fundamental work of D. Bahaliy «The History of Slobidska Ukraine»(1918). It is about geography, ethnography, socio-economic and political life, spiritual and material culture of Slobozhanschyna, etc. There is considered the main thesis of D. Bahaliy about the unceasing civilization development from simple to more complex forms, the leading role of the masses in history. Documentalism is an important part of the scientific works of D. Bahaliy. It is highlighted the contribution of the scientist to the development of Ukrainian regional studies. His scientific contributions are presented in this context.

AbstractOver the last decade in Tanzania parents’ and students’ quest for a good school has been shaped by the growing presence of religiously motivated schools, especially in urban settings. This paper argues that the diverse social positioning and educational appeal of new Christian and Muslim schools in Dar es Salaam are intimately intertwined with the continued weakening of state education that has been taking place since the mid-1990s to early 2000s as the result of privatization and World Bank educational policies. It also shows that the growing stratification and commodification of the education sector is tightly knitted with histories of inequality and religious difference in colonial and postcolonial Tanzania, as well as with the establishment and diversification of ties between actors and institutions on the East African coast on the one hand, and with those in North America, Europe, Kuwait, and Saudi Arabia on the other. Finally, this paper demonstrates how macroeconomic and macrohistorical forces have become condensed in processes of subject formation and the widely varying production of religious spaces in an urban educational market. I argue that the resulting reinscription of religion in the public sphere must be understood not so much as an unintended side-effect of transnational reform processes, but more as part and parcel of multilayered histories of schooling and Christian-Muslim encounters in Tanzania that have also shaped the recent repositioning of the country’s education sector in the global and transnational context.

West African countries especially Senegal, have a very rich history of written and oral communication based on their culture and traditions. Today, Senegal is inescapable about the adoption and use of new technologies in Africa. Senegal experienced a boom of cell phones users over the past 5 years in 2012 for example, we noticed “88% mobile subscriptions” compared with “46% mobile subscriptions in 2008” {world bank,2013}. That explains mobile phones are no more to make a call or to send a text message but also to interact with people around and entertain. In fact, digital communication is expanding in all Senegalese spheres like the workplace, school, universities... in the latter half of the 20th century before the explosion of social media, people only depended on old media like TV, Radio, Newspapers… to get informed. For this study, we are going to focus on how social media are impacting economically and politically on Senegalese society and how young people are managing the transition between traditional media and new media.

African American Heritage a database for African American family history research, provided by ProQuest. Here, the user has access to a wide variety of military, birth, marriage, cohabitation, death, and census records. Also included are records from the Freedman’s Bank and various registers of slaves and free(d) persons of color. The former was a bank chartered by the federal government to encourage and guide the economic development of African American communities in the period following the end of slavery in the U.S. The latter refers to records, maintained by a number of states prior to 1865, of slaves and free(d) persons of color. Also available to the user are contacts to a community of genealogy researchers, who can provide assistance and mentoring. The readability of the documents available here can vary. Some are too faded to read easily, even with magnification, and others are handwritten, which can make them difficult to interpret. Navigating, enlarging, and reducing documents can be done without difficulty, though the range of movement and magnification is somewhat limited. Documents can be browsed and/or searched for by title, author, publisher, date, subject, language (although, at present, English is the only language available), surname and personal name, and location.The search and browse options here are understandable and can produce useful results, though the number produced by any one query is usually not extensive, so multiple queries may be needed for any research project. Pricing for this database is determined by library or school size and the number of potential users, and consortia discounts are available (contact ProQuest for a specific price quote). Its licensing agreement is the same as those used for all ProQuest databases, and in its length and composition is quite average. The quality and quantity of content in this resource is not exceptional, but it will certainly be of use to those researching African American family history, and more generally Africana Studies, especially in the states indicated in this review.

Two central features of global history over the past century have been the pre-eminent power of the United States in world politics and the growth of international organizations. The relationship between these phenomena has been variously interpreted, in ways that reflect theoretical and methodological commitments as well as political perspectives. The Realist school, for whom power relationships are always determinative, have followed Carl Schmitt and E. H. Carr in seeing international institutions, and the norms and laws they uphold, as instruments through which dominant powers seek legitimacy as well as influence. By contrast, liberal theorists have viewed the pursuit of a rule-governed world order, and the development of the idea of a ‘world community’, as a more autonomous and broadly based enterprise, one spurred by increased interdependence and greater concern with matters of common interest to all nations – not least that of avoiding the devastating effects of great power warfare in the modern era. As is usually the case with such analytically sharp distinctions, neither of these positions conveys the whole truth. From the Concert of Europe on, great powers have recognized a collective interest in peace and stability but the growth of international institutions has also been the product of wider ideals and interests. As Mark Mazower has shown in his wide-ranging study, Governing the world, the relationship between the narrower interests of great powers on the one hand and various forms of internationalism on the other has been a complex one, involving elements both of conflict and of congruence. But, Mazower emphasizes, since the Second World War, the structure and activities of the United Nations, the International Monetary Fund, the World Bank, and other international organizations have been largely shaped by Washington. A generation earlier, however, the United States did not even become a member of the League of Nations, making it more possible to distinguish between the role of American power and that of other sources of support for international bodies, and also to assess the relationship and comparative importance of these two novel elements in world politics. It is perhaps not surprising that much of the recent scholarship on the international history of the post-First World War period has focused, in one way or another, on this issue.

The Roman town of Forum Novum lies in the Sabine hills to the northeast of Rome. Its study forms part of the British School at Rome's Tiber Valley Project, a collaborative research initiative which studies the Tiber valley as the hinterland of Rome, tracing the impact of Rome's development on the history of its settlement, economy, and cultural identity from 1000 B.C. to A.D. 1300 (Patterson and Millett 1999; Patterson et al. 2000) (fig. 1). The project draws on the extensive work carried out in this area to produce a new, material-based history of the valley. While the project seeks to re-evaluate past survey material, a vital contrast is provided by the development of new field projects to fill the gaps in settlement knowledge. Three main lacunae have been identified: the study of urban centres; the dearth of data from the E bank of the Tiber; and the poor understanding of the late-antique and early Mediaeval landscape. Forum Novum offers an opportunity to address all these lacunae.Urbanism forms a key research theme for the Tiber Valley Project. In marked contrast to the intensity of archaeological work on rural settlement in this area, there has been little systematic research on towns. Study has tended to concentrate on the excavation of monumental structures or, more rarely, the investigation of single and exceptional towns such as Ostia and Rome itself. Surprisingly little is known of the organization of the smaller towns and knowledge of their history is based largely on the epigraphic and documentary evidence.

Background: Human milk banking depends on donations and characterization of donors seems important. We aimed to determine prevalence of human milk donors and profile of regular donors and their infants.Methods: Cross-sectional study done on human milk donors in model HMB in tertiary NICU for six months. Donors who had donated for more than 30% of their hospital stay considered as regular donors. Their sociodemographic and clinical profile along with their infant status recorded from history, examination and health records.Results: Prevalence of Human milk donors in our HMB was 71.3% and that of regular donors was 27.08%. 616 eligible to donate. 234 regular donors included separating 382 defaulters. Excluding 17, 217 regular donors enrolled. Religious beliefs did not deter donation. 65.43% had school education. 90% donors belonged to middle socioeconomic class. Three fourths already had 2 living children. Majority delivered vaginally (62.67%) in health facility offering level II neonatal NICU care (42.86%). Regular donors stayed in hospital with their sick infants for mean (SD) period of 13 (4.21) days. Mean (SD) Post-natal age of commencement of milk donation among regular donors was 9 (3.47) days. Breast-feeding rate was 87.09%. Regular donors had delivered very low birth weight (42.86%), SGA (53.46%) infants who stayed in hospital for mean (SD) duration 18 (6.86) days.Conclusions: The prevalence of Human milk donors in our HMB was 71.3%. Only one third of them were regular donors. No religious barriers for donation observed. Educated socioeconomically secure multiparous donors made sustained donations. Health status and length of Postnatal stay in hospital of mothers and infants seemed to have a bearing on sustained donation.

The article analyzes the features of the formation of the school of painting in Uzbekistan in the twentieth century, the harmony of painting with modern urban planning, analysis of the work of greatpainters. In particular, in the works of B. Jalolov, one of the most prominent artists in the field of monumental painting, we see that he skillfully combined the strong traditions of the academic school, the aesthetics of Western and Eastern art. His work can be seen in a series of frescoes. The interior of theTurkiston concert palace in Tashkent contains analytical information about the work of Umar Khayyam on oriental lyrics, “Nobody said why I was born” at the National Bank of Uzbekistan, as well as about his monumental works in many other regions. On the example of Samarkand, A. Isaev was one of the most versatile artists in the field of monumental painting, he also wrote “The Great Silk Road” on the walls of the foyer of the Institute of Foreign Languages and “Friendship of Peoples” for the foyer of the academic lyceum of the Institute, Examples “History of Samarkand” for the hotel “ Afrosiyab ", at the Samarkand Agricultural Institute, such as" The Generosity of Mother Earth ", 41 ceramic panels on Tashkent Street and many other monumental paintings. By the colors in the artist's works, one can imagine that the artist played the melody in a lyrical tone. The article notes that almost all compositions are characterized by a description of the artist's work, such as the observation ofwarmth, a set of warm colors, oriental colors, a patriotic mood, which is typical for all artists

Over the last two decades, clinical criteria for perilymphatic fistulae have been defined to the extent that differentiation can be made between such fistulae and other balance-affecting disorders such as Meniere's syndrome. On the assumption that the specimens in the temporal bone bank of the University of Chicago Medical School that had been obtained from patients having vertigo, hearing loss, or both, before those clinical criteria were so defined might have been classified incorrectly, we proposed a retrospective histopathologic study, with prediction of two independent variables: 1) a clinical history and physical findings consistent with the diagnosis of perilymphatic fistula and 2) communication between the vestibule and the middle ear adjacent to or via the fissula ante fenestram. Eleven pairs of temporal bones with the histologic diagnosis of idiopathic labyrinthine hydrops were evaluated before the clinical histories relevant to those specimens were reviewed. In one specimen, a communication between the vestibule and the middle ear space was identified. In none of the other specimens was there a similar communication. As this study continued, significance was given to the histologic details of the communication between the middle ear and posterior canal ampulla. The temporal bones without these communications did not have clinical histories consistent with the diagnosis of perilymphatic fistula.

The establishment of the School of Economic Science at MGIMO was due to the necessity of the world economy research, and the need to prepare highly skilled specialists in international economics. The school is developing a number of areas, which reflect the Faculty structure. - Economic theory is one of the most important research areas, a kind of foundation of the School of Economic Science at MGIMO. Economic theory studies are carried out at the chair of Economic theory. "The course of economic theory" textbook was published in 1991, and later it was reprinted seven times. Over the past few years other textbooks and manuals have been published, including "Economics for Managers" by Professor S.N. Ivashkovskaya, which survived through five editions; "International Economics" - four editions and "History of Economic Thought" - three editions. - International Economic Relations are carried out by the Department of International Economic Relations and Foreign Economic Activity. Its establishment is associated with the prominent economist N.N. Lyubimov. In 1957 he with his colleagues published the first textbook on the subject which went through multiple republications. The editorial team of the textbook subsequently formed the pride of Soviet economic science - S.M. Menshikov, E.P. Pletnev, V.D. Schetinin. Since 2007, the chair of Foreign Economic Activities led by Doctor of Economics, Professor I. Platonova has been investigating the problems of improving the architecture of foreign economic network and the international competitiveness of Russia; - The history of the study of problems of the world economy at MGIMO begins in 1958 at the chair baring the same name. Since 1998, the department has been headed by Professor A. Bulatov; - The study of international monetary relations is based on the chair of International Finance, and is focused on addressing the fundamental scientific and practical problems; - The chair "Banks, monetary circulation and credit" was created in February 2012. It is head by Professor G.S. Panova. The members of the chair are experienced bank employees; - The field of practical application of research results in the field of accounting, statistics and auditing has been expanding in recent years. The research in the field is conducted at the synonymous chair; - An important direction of development of economic studies at MGIMO is a risk management and insurance. Established in 1993, the Department of Risk Management and Insurance is headed by Professor R.T. Yuldashev.

Review of European Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Review of European Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to res@ccsenet.org. Reviewers for Volume 12, Number 1 Alejandra Moreno Alvarez, Universidad de Oviedo, Spain Antonio Messeni Petruzzelli, Politecnico di Bari, Italy Arthur Becker-Weidman, Center For Family Development, USA Aziollah Arbabisarjou, Zahedan University of Medical Sciences, Iran Eugenia Panitsides, University of Macedonia, Greece Federico De Andreis, University Giustino Fortunato, Italy Florin Ionita, The Bucharest Academy of Economic Studies, Romania Frantisek Svoboda, Masaryk University, Czech republic Gabriela Gruber, Lucian Blaga University of Sibiu, Romania Gevisa La Rocca, University of Enna “Kore”, Italy Ghaiath M. A. Hussein, University of Birmingham, UK Gülce Başer, Boğaziçi University, Tukey Ifigeneia Vamvakidou, University of Western Macedonia, Greece Indrajit Goswami, N. L. Dalmia Institute of Management Studies and Research, India Ioan-Gheorghe Rotaru, ‘Timotheus’ Brethren Theological Institute of Bucharest, Romania Julia Stefanova, Economic Research Institute – The Bulgarian Academy of Sciences, Bulgaria Karen Ferreira-Meyers, University of Swaziland, Swaziland Maria Pescaru, University of Pitești, ROMANIA Montserrat Crespi Vallbona, University of Barcelona, Spain Muhammad Saud, Universitas Airlangga, Indonesia Natalija Vrecer, independent researcher, Slovenia Nunzia Di Cristo Bertali, Liverpool John Moores University, United Kingdom Serdar Yilmaz, World Bank, USA Skaidrė Žičkienė, Šiauliai University, Lithuania Szabolcs Blazsek, Universidad Francisco Marroquin, Guatemala Tryfon Korontzis, Hellenic National School of Local Government, Greece Valeria Vannoni, University of Perugia, Italy Vicenta Gisbert, Universidad de La Laguna, Spain

The article covers important manifestations and specifics of the protest culture of the Polish community within the South-Western region of the Russian Empire in the first half of the 1860s on the basis of analysis and synthesis of information from the documents of "Office of Kyiv, Podillya and Volyn Governor-General" (f.442) and "Office of the trustee of the Kiev school district" (f.707) of the Central State Historical Archive of Ukraine (Kyiv). Defending one's own cultural identity as a driver of national development is connected with the awareness of the political interests and goals of the liberation struggle of Poles. The unique influence of the Polish question on historical processes, the configuration of international relations in Europe during the "long 19th century" determines the relevance and scientific significance of the study and thinking of the history of Polish national and cultural movement. Comprehensive study of the Polish question in the European history of the 19th century is an important part of the scientific perception of interethnic contradictions and antagonisms in the Russian Empire and the reaction of European diplomacy and public opinion, a deeper understanding of the essence of Russian-Polish cultural and civilizational confrontation and its impact on Ukrainian national life. Following the three partitions of the Polish–Lithuanian Commonwealth (1772, 1793, 1795) most of the territories of this formerly powerful European state were incorporated into the Russian Empire, there was a fierce struggle for cultural and ideological dominance in the region. The Polish national liberation movement of the 1860s, which culminated in the January Uprising of 1863-1864, developed against a background of broad social and cultural resistance to Russian autocracy, manifested in such protest actions as mourning and serving panikhads for dead Poles, singing patriotic Polish songs and hymns, public wearing of national costumes, participation in anti-government manifestations and demonstrations, refusal to read prayers for the emperor in churches, and so on. Clergy and educators, as well as students and pupils, were the driving force behind this protest movement, which had an international resonance

The article highlights the life and scientific achievements of Olexandr Tverdokhliebov (historian, ethnographer, writer, teacher, member of the Kharkiv Historical and Philological Society, archivist of the Kharkiv Historical and Philological Society, member of the project of the Ministry of Finance of the Russian Empire, dedicated to various studies activist, member of the Okhtyrka Enlightenment (1917–1918), whose scientific work on the history of Sloboda and Left-Bank Ukraine still remains on time and which significance of works for historical and regional scientific research on the history of Slobidska Ukraine. The manuscripts of the researcher, which are stored in the funds of the Okhtyrka Museum of Local Lore, archival institutions, confirming the exceptional importance of works for historical and regional scientific research on the history of Sloboda Ukraine, which are published and currently important nowadays. The historical essay «City of Akhtyrka» describes all aspects of life of the inhabitants of the provincial Slobozhansk city in Kharkiv province in the XIX century, where the author delinetes the historical and geographical features of the city, its physical and geographical characteristics, settlement history and version of the origin of the city name. The industrial development of the city of Okhtyrka is illuminated in the work «The fate of the tobacco factory, established under Peter I in Akhtyrka», where the historian described the socio-economic and production conditions of tobacco growing and tobacco production. In the research and description of Orthodox parishes, churches and monasteries of Okhtyrka district of Kharkiv province, which are described in the work «On the history of Skelsky monastery». The author showed the formation of the monastery economy, in particular, its land tenure, which was an extremely important issue for the monastery, which was associated with the names of famous in the Left Bank of Ukraine family Shimonovsky, Hetmans I. Mazepa and I. Skoropadsky. The creative work of the historian includes explorations dedicated to Kotelevshchina, where the author provided information about the geographical location, socio-economic development of the region; archaeological monuments, features and descriptions of Kotelva buildings. Tverdokhlebov's ethnographic studies for the purpose of collecting folklore material became the basis of scientific ideas, methods of collecting ethnographic materials.The researcher managed to record many songs, thoughts of blind people, lyre players, bandura players of Okhtyrka district, which were written from lyricists Glushchenko and Gordienko. Ethnographic explorations became the basis for writing the works «Old World Carnival», «Popivna», «From the Past and Present Povorsklania» and others. O. Tverdokhlebov as a participant in the project of the Ministry of Finance of the Russian Empire, which was devoted to the study of handicrafts in different regions, studied pottery, leather, blacksmithing, sailing of several districts of Kharkiv province, the results of which were published in the third issue «Proceedings of the Commission for the Study of Handicrafts of the Kharkiv Province of Akhtyrsky District» 1885,where handicraft tools and means, living and working premises of craftsmen of Boromlya, Okhtyrka, Kuzemin, Kotelva and other settlements were illuminated and demographic characteristics of artisans (marital status, surnames, etc.) were described, also economic side of crafts and many other important issues that contribute to an objective assessment of the then state of folk crafts in Slobozhanshchina were outlined. The researcher focuses on the economy, culture, life, handicrafts, education, spiritual heritage of Slobozhanshchina, which are reflected in the work of the scientist «Hereditary Colonel», «Akhtyrka city», «Kotelva», «The fate of the tobacco factory founded by Peter I in Akhtyrka», «Century of Akhtyrsky district school (1790 – 1890)», «Akhtyrsky district on the eve of the XIX century» etc.

This paper attempts to provide a critical appraisal of the debate on the effectiveness of microfinance as an effective tool for eradicating poverty and also the history of microfinance banks in Nigeria. It argues that while microfinance has developed some innovative management and business strategies, its impact on poverty reduction remains in doubt. Micro finance impact on poverty reduction in Imo state was studied by a stratified sampling method in the selection of the customers. The study area was divided into 16 sample units based on the various local government areas in Imo state. Four (4) MFBs were purposefully selected from each of the 3 Senatorial Zones, making a total of 12 MFBs. In order to have unbiased selection of samples, Three Hundred and eighty two questionnaires (382) were randomly distributed to customers of these selected microfinance Banks in the three senatorial Zones as follows, namely: Owerri (82), Okigwe (100) and Orlu (200). The result revealed that majority of respondents were male constituting about 78 % while women 22 % and majority of the respondents were married (65 %), single (33 %) divorced (2 % ). 137 of the respondents do not have any formal education, 67 possess primary school leaving certificate. 81 indicated having secondary school certificate. 71 with diploma / NCE and its equivalent. 28 of them have first degree certificate and above representing 36 %, 17 %, 21 %, 19 % and 7 % respectively. The monthly income brackets of the respondents show that One hundred and eleven (111) respondents (29 %) indicated earning N10,000 N15,000, 95 respondents or 25 % indicated N15,001 – N20,000 as their income bracket, 94 or 24 % were earning above N20,000, while 84 (22 %) indicated earning below N10,000. From the result, high income class has more capacity to save than poor dwelling in rural areas. The finding appears to support the predication of Economics theory of savings which argues that saving is a function of the level of income. The implication of this study is that the federal government of Nigeria and financial institutions in the country should take up the challenge of establishing bank branches in the rural areas or make formidable arrangement for supplying more credit to the rural dwellers.

Abstract Background: Blood products transfusion is universally the most executed procedure in hospitals around the world. Still there is a general lack of interest among the physicians in training, both at undergraduate and postgraduate level. A lot more enthusiasm development is needed to motivate medical students to get interested in making TM their future career. In fact medical students are not taught enough during undergraduate courses. International studies have indicated that there is often little exposure to TM beyond 1-2 lectures in undergraduate medical training. Our regional anecdotal observations at undergraduate level had indicated that the students, inducted with different educational background (bachelor in biochemistry, pharmacy, dental health, radiology and medical laboratory) were not motivated enough to get involved on-the-bench and in the donation area, eventually reflecting in a poor performance in the examinations when it comes to TM questions. Methods: In this prospective study involving 22 volunteering year 4 medical students, we investigated that if motivational didactic lectures by senior faculty members at undergraduate level can enhance enthusiasm level for TM related training among our students. During motivational talk, emphasis was placed on wide scope and opportunities in TM field. We also tested the basic essential knowledge related to transfusion medicine focused on pre-transfusion testing, blood donation and informed consent procedure in Results: Among 22 medical students, median pre-test score was 6.75 (Range 3-9), median post-test score was 9.75 (Range 6.5-10) & the median percentage positive change in the score was 22.5% (Range 0-60 %). Detailed analysis revealed that students with medical laboratory background at the time of admission to medical school had the least change in the score. In post-talk assessment all of the respondents indicated that they were motivated to do a proactive rotation in blood bank. All respondents also showed their enthusiasm to work on the bench (blood grouping, cross-matching, antibody screen and DAT), participate in donor history questionnaire assessment of responses, and attending complete blood donation process. Conclusion: We demonstrate effectiveness of motivational didactic multi-media teaching by senior faculty member in enhancing enthusiasm level for TM related training among the students at our place. We recommend that transfusion medicine specialists should gain expertise in medical education and collaborate with colleagues who are experts in medical education. We like to disseminate our results to make changes in standardized curriculum and to improve teaching strategies. TM leaders should come forward to enhance enthusiasm level for TM related training among medical students to prevent extreme shortages of TM specialists in future. Disclosures No relevant conflicts of interest to declare.

Starting from the mid-1890s, Manchuria came into the sphere of political interests of Imperial Russia in China. From 1896 to 1898, a number of Russian-Chinese agreements were made on mutual cooperation, the construction of the Chinese Eastern Railway, the Russian-Chinese Bank, the lease of Chinese territories, security, etc. Situated on the coast of the Liaohe River in South Manchuria, the city of Yingkou played an important role in this mutually beneficial process. Yingkou, a tractate port, was called the “Gate of Manchuria”, it has been known since 1861 as a center of junk trade and a center of commercial activity. The Russian presence increased here from 1896, and in 1899 a Russian imperial consulate was opened here. The city played a big role in economic and political cooperation during the construction of Port Arthur and Dalian. Starting from 1900, the order of the Russian Temporary Administration was introduced in Yingkou, which significantly strengthened Russia’s position in the region. Diplomats were appointed to the posts of mayors - Russian consuls in the port city: A. N. Ostroverkhov and V. F. Grosse. Among the many questions associated with solving diplomatic, commercial and organizational issues were issues of socio-cultural activities. The article describes details and analyzes the measures initiated and carried out in Yingkou, mainly at the expense of Russian funds, connected to the anti-epidemiological situation, the fight against plague, specific measures to improve the sanitary condition of the city; considers issues related to the improvement of urban infrastructure, security and social sphere; speaks about the opening of the Russian-Chinese school and its importance for the promotion of the Russian language in China. The article uses a large number of archival sources which are introduced into scientific circulation for the first time.

The review is devoted to the consideration of the history of paradigms in the study of depressive disorders in terms of modern understanding of depression in psychiatry and clinical and medical psychology and its correlation with the biopsychosocial model in medicine. The review also contains works devoted to the study of the prevalence and comorbidity of depressive disorders and their relationship with suicidal behavior. The existing limitations in the study of depressive disorders in psychiatry and clinical psychology and the issues of interdisciplinary integration and interdisciplinary barriers are considered in detail. The review includes publications indexed in the Web of Science, Scopus, Russian Science Citation Index, and PubMed databases. Depression is a major medical and psychological problem due to its widespread prevalence in the general population, in primary care, among patients with various chronic somatic symptom disorders who receive treatment in community and specialized hospitals and clinics, and among clients of psychological centers and social services. In 1996, the Harvard T.H. Chan School of Public Health, based on the materials of the World Health Organization (WHO) and the World Bank, published estimates and prognosis for the prevalence of depressive disorders around the world. According to their data, depression in 1990 was ranked 4th in terms of the severity of the leading causes of the burden of the disease, and according to the baseline scenario of development, by 2020 it should have been ranked 2nd after coronary artery disease. The review is focused on the need to revise the baseline scenario of development and start a new discussion on the study of depressive disorders under new conditions, such as the psychological state of society during the COVID-19 pandemic and lockdown, as well as on the eve of healthcare transition to the 11th Revision of the International Classification of Diseases.

Menstruation is a natural biological process through which every female has to go through during her life. It is part of reproduction of life. Most of the females menstruate two to seven days every month. Unawareness about menstruation creates the discrimination and misconception among the females mainly during teenage. Taboos, stigma and myths thwart adolescent girls and boys to gain knowledge about menstruation and take it as a positive part of life. 40 % of the world’s population, or 3 billion people, do not have a handwashing facility with water and soap at home. 43 % of schools lacked a handwashing facility with water and soap affecting 818 million school-age children. As per World Bank indicator 65% of population is residing in rural areas of India. National Family Health Survey, India highlights that 41% of women with 10 or more years of schooling and in rural areas it is 33.7%. In India women are playing a vital role in rural economy but their contribution in agriculture and allied services is almost equal but it is unpaid and unaccounted only considered as their support in the family. Still there is gender inequality in rural areas; they have limited access in finance management, decisions related to education and healthcare issues. Most women are unskilled and no control on land and other productive assets of the family. Still traditions dominate in the issues related with women. In the present study awareness and behavioral pattern of rural women during menstruation is assessed in the study area. Structured questionnaire is used to get the response for awareness, availability, preference, purchase behavior of the women in the Bhogwar village of Uttar Pradesh. In the present study descriptive survey research design was applied and target respondents were selected through stratified random sampling. Consciousness among women on menstrual hygiene and uses of sanitary napkins is also explored. It is identified that the price plays a vital role in purchase behavior and maximum women are getting awareness through females of the family and school is major source of free napkins in study area.

The article is devoted to the anniversary of Tatyana Gilnyakhmetovna Minniyakhmetova, the prominent ethnologist and Candidate of Historical Sciences, Doctor of Philosophy, Excellence in Public Education of the RSFSR (Moscow, 1987). The author focuses on her formation stages as a researcher, her scientific, popularizing and organizational activities and her contribution to the study of Udmurt traditional culture. During the period of the scientific research T. Minniyakhmetova published eight single author and multi-author monographs and more than two hundred articles in Udmurt traditional culture. Her research works are in demand by the professional academic community and universities, and researchers of the Higher School, and by everyone who is interested in the culture and history of the Udmurt people. She has organized and conducted more than seventy folkloristic-ethnographic and folkloristic-dialectological expeditions, the geography of which in addition to the Trans-Kama region and Udmurt Republic which covers the neighbouring territories of the Volga and Ural area, as well as some regions of Siberia. T. Minniyakhmetova has collected the solid bank of information on ethnography, culture and life of the Udmurts as well as other ethnic groups of the Volga-Ural region. There is the large fund of photographic materials, video and audio recordings in her collection. The name of the Udmurt ethnologist is known not only in Russia, but also outside of the country. The Udmurt origin and her experiences of tendencies of European ethnology allow T. Minniyakhmetova to act both as a researcher who knows ethnic culture from the inside and in the context of the development of modern ethnic processes. Through her scientific and teaching activities, she contributes to the wide popularization of Udmurt ethnography and folklore in the European and global scientific community. According to the traditional concepts of the Udmurts, Tatiana Minniyakhmetova developed anthropological theories on ethnic self-consciousness, concepts of ritual and doubled ritual time, peculiarities of the orientation in space (spacial intimacy and spacial contradiction), real and symbolic boundaries, the concept of clean/pure and unclean/impure, the birth of life and the creation of souls, interactive methods of communication between the living and the dead, methodology of field researches.

This article examines the scientific ideas about the substantial value of coins, paper and monetary signs of circulation in the Russian economic theory in the second half of the XIX — early XX centuries. The critical re-evaluation of foreign concepts contributed to a deep study of the concept of value, nature and functional role of banknotes in the national economy. The factors regulating the value of banknotes and the key criteria of the new model of elastic monetary circulation are considered. The concepts of Russian economists (A.N. Miklashevsky, A.A. Manuylov, L.V. Fedorovich, M.I. Tugan-Baranovsky, P.A. Nikolsky, N.I. Sieber, and many others) reveal the laws of pricing that affect the value of money. It is suggested that money is «an integral part of the developed social division of labor». In this context, we study the process of forming a systematic understanding of the relationship between different market segments and the state monetary economy, which revealed the specific role of money as an instrument that unites individual markets. It is concluded that, first, in the course of a critical analysis of the concepts of money and the development of the principles of reforming the monetary system in the Russian literature, the foundations of a macroeconomic understanding of the market economy were laid. The semantic «content» of the concept of «conjuncture» indicated an increased interest in macroeconomic research. Second, the development of the theory of the value of money and to elucidate their role in economic conditions contributed to the opening of several new, «frontier» of economic topics, including the theory of industrial crises and characteristics of the circulation of banknotes in extreme conditions at the beginning of the XX century. The fundamental economic concepts of value, price and money are still the «platform» of the most acute theoretical discussions, in which arguments in favor of the interests of traditional market actors, entrepreneurs and the state, are supplemented by the motives of transnational institutions. Knowledge of the theories of the value of money sheds light on the effectiveness of tools for regulating market conditions. The model of monetary circulation as an effective tool for regulating budget deficits and industrial activity during the crisis (with the help of the State Bank`s commercial portfolio) was the experience of the circulation of maternity money in the twentieth century. Familiarity with the positions of leading scientists gives an idea of alternative approaches in the interpretation of value (classical school, Marxism), or value (German historical school, marginalism, nominalism), creates a solid basis for analyzing the features of the domestic monetary system and attempts to reform it at the present time. A retrospective analysis of the theories of the value of money will help to form a clear understanding of the peculiarities of domestic monetary policy, to find out its role in the development of crises, inflation and «lack of money». The article, addressed to teachers of economic theory and the history of economic studies, graduate students, students, and anyone interested in the theory and practice of monetary circulation, attempts to «reveal» the secrets of the economic analysis of value — one of the key problems of economic science.

[Editors’ Note: This is the fourth consecutive article published in German Law Journal since July 2004 that is dedicated to the ongoing debate over the fate and prospects of the German model of Capitalism, welfare policy and corporate governance. The 22 July 2004 acquittals of all six defendants in the criminal proceedings against former Mannesmann CEO, Klaus Esser; Deutsche Bank's CEO (Vorstandssprecher) and then Member of Mannesmann's supervisory board, Josef Ackermann, and other members of Mannesmann's Supervisory Board have, once more, highlighted to German, European and International observers the particular features of law and politics in “Germany Inc.”, “Rhenish Capitalism”, or “Rhineland Capitalism”. As begun in the aftermath of Josef Ackermann's inthronization at the head of Deutsche Bank in May 2002 (exactly two years and two months before his acquittal before theLandgerichtDüsseldorf) and Ackermann's subsequent transformation of the Board's control structure,German Law Journalhas published several contributions to the ongoing changes in German corporate governance and its embeddedness within the specific German economic and legal system (seehttp://www.germanlawjournal.com/article.php?id=156). In the Journals July issue, Peter Kolla, a law student of Osgoode Hall Law School of York University in Toronto, meticulously traced the background debates to the closely observed criminal proceedings in the Mannesmann aftermath (http://www.germanlawjournal.com/article.php?id=460), and in our August issue, Jürgen Hoffmann, Professor of Sociology in Hamburg, surveyed the current interdisciplinary debate over the future fate of so-called Rhineland Capitalism and reconstructed Germany's recent history in an international context of globalization and privatisation (http://www.germanlawjournal.com/article.php?id=485). Also in the August issue, Max Rolshoven, writing his Ph.D. in law at the University of Münster, offered a first assessment of the acquittals in the Mannesmann case (http://www.germanlawjournal.com/article.php?id=480). In the article, published here, Professor Christopher Allen of the University of Georgia further deepens this inquiry from an economic point of view, while placing the contemporary debate over the possible end of Rhineland capitalism in the historical context of Germany's development in the 20th Century. The Editors ofGerman Law Journalare very pleased and honored to be able to provide for a further forum for this important debate, bringing together lawyers, economists, political scientists and sociologists, for a much needed exploration of the historical and political origins as well as of the legal framework of Germany's much critizised and, at the same time, ardently praised system of corporate governance and industrial relations. We invite our readers to contribute to this debate, which has so far found too little resonance in Germany itself.The Editors.]

Allan Meltzer's career in economics has featured outstanding contributions in an astonishingly wide range of activities. As the basis of all of these, of course, lies his work in economic research. Perhaps most well known is Allan's long line of papers in monetary economics, many written together with Karl Brunner, which helped to establish the broad and widely accepted approach once known as monetarism. But several other areas have, at different times, attracted his main research efforts; among these are business-cycle analysis, financial intermediation, analytical political economy, and the history of economic thought. Recently, he has become deeply immersed in a major historical project — the writing of an extensive history of the Federal Reserve System and its monetary policymaking. A second type of outstanding accomplishment has been Allan Meltzer's work as a conference-series creator and organizer. In the 1970's, he and Karl Brunner founded the Carnegie-Rochester Conference Series on Public Policy, which has been unusually fruitful as an incubator of new ideas and talent. Together, Brunner and Meltzer also founded the Interlaken Seminar on Analysis and Ideology, which for many years brought together economists, political philosophers, and other social scientists. Allan was a major contributor to Brunner's organization of the Konstanz Seminar on Monetary Theory and Policy — still a creative force in European economics — and with colleagues he created and ran the Carnegie Mellon Conference on Political Economy from 1979 to 1990.As if all this were not enough for three or four normal beings, Allan and Karl created the Shadow Open Market Committee. At its inception this was a unique institution, but it has since served as a model for other groups designed to provide policy analysis for a wider public audience. In terms of that latter objective, Allan has been and continues to be one of the economists most frequently sought out and quoted in the national and international press. He maintains an amazingly fresh and extensive store of knowledge about economic and social affairs the world over, one that he shares generously with other scholars.Allan Meltzer has not spent much time in full-time governmental positions, but has served extensively as a consultant or advisor to the U.S. Treasury and the Council of Economic Advisors, as well as official agencies in several other nations, including most notably the Bank of Japan. Also he has for several years spent a good bit of time at the American Enterprise Institute. For over 40 years, however, his principal professional home has been the Graduate School of Industrial Administration at Carnegie Mellon University.From the foregoing account, it will be obvious that Allan Meltzer is equipped with an enormous supply of energy and enthusiasm, as well as analytical ability. A closely related characteristic, familiar to all those who are lucky enough to spend time with him, is an unfailing attitude of optimism and cheerfulness.My interview with Allan took place on May 14, 1997, in his office, with its pleasant corner location in the new wing of GSIA's building. We talked in the afternoon and continued somewhat longer than intended because there was so much of interest to discuss. Even after 16 years of having nearby offices and multiple conversations — on days when we both are in Pittsburgh — I found it instructive and enjoyable to learn more about Allan Meltzer's remarkable career. The interview was taped, transcribed, and edited lightly.

The article investigates the contribution of Anatoliy Petrovych Aleksandrov (1903-1994) to the study of the Dnipro rapids. Biographical and comparative methods were used during writing this article. The rapids of river Dnipro occupy a prominent place in the history and culture of Ukraine. And because of this, they are constantly attract attention to themselves, even after their flooding.Researchers of the Dnipro try to fully reproduce the picture of a river as much as possible. But it seems that the experience of A.P. Aleksandrov have not been studied yet. A.P. Aleksandrov lived a bright and extraordinary life. He became an outstanding physicist and renowned scientist in the field of atomic energy. His achievements were highly praised by his contemporaries, who elected a scientist as president of the Academy of Sciences of the USSR (1975-1986). In the study of his biographies, the main focus is on the scientific and technical aspects of it.Besides that, a fun and exciting scientist's hobby is beyond the detailed research – boat trips along the Dnipro river. Especially often he rested this way during living in Kiev (1903-1930 years). In the 1920's A.P. Aleksandrov had very busy life: he taught physics and chemistry at the labor school №79 (1923-1930), studied at the Faculty of Physics and Mathematics of the Kyiv People's University (1924-1930), conducted scientific research at the Kyiv X-ray Institute, falsified in the electro-technical bureau at a physical-chemical school club, etc. Still, he somehow managed to combine good with pleasure and had a chance to rest on the bank of Dnipro river on his lovely boat every summer. At first – near Kiev, and later – on the Dnipro rapids themselves. According to Aleksandrovs memories and documents from the archive of the Institute of Manuscripts of the National Library of Ukraine named after V.I. Vernads'kyy, we managed to establish that the scientist visited the rapids of Dnipro every summer during four years before it was flooded. At first, probably in 1926, he went to rapids with only one friend. They wanted to see them and, if possible, go down through them. In 1927-1929 as a photographer, he participated in the expedition of A.S. Synyavs'kyy, who was to explore the rapids before flooding. In 1927 the expedition shot a film about the rapids and the Dnipro hydroelectric power station. The expedition was held in the summer of 1930, but without Anatoliy Petrovych. In August 1930 he participated in the First All-Union Congress of Physicists in Odessa and later he moved to Leningrad. During the first trip to the rapids, A.P. Aleksandrov and his friend almost drowned at the Kodats'kyy rapids. Fortunately, friends quickly learned how to swim between granite rocks. At the same time, they not only went down the flow with a boat, but also rose against it. In historical studies, the ability to swim bottom-up dipper rapids up until recently was considered a very controversial issue. Ya.R. Dashkevych writes that in the annotation to the map of Lithuania Makovs'kyy-Radzyvil (1613) it is said that Dmytro Vyshnevets'kyy (about 1517 - 1563/1564) managed to reach the Cherkasy through the rapids (that is, from the bottom up). French engineer Hiyom Levaser de Boplan in his memories of the second half of the seventeenth century also wrote about his personal trip through the rapids of the Dnipro against the flow. O.S. Afanas'yev-Chuzhbyns'kyy in 1861 and Ya.P. Novyts'kyy in 1905, after personal visits to the rapids and communication with local pilots and fishermen, came to the conclusion that it was not possible to overcome the rapids against the flow. A.Kh. Lerberh in 1819 and Ya.R. Dashkevych in 2007 assumed that it was still possible. In 2000, the last pilot of the Dnipro rapids H.M. Omel'chenko (1911-2002) wrote very confidently that he and his father repeatedly swam across the rapids of the Dnipro from below upwards. Memoirs of A.P. Aleksandrov, published in 2002, greatly facilitate the above discussion. Unlike all his predecessors, he describes in detail the technique of swimming through the rapids from the bottom up and its rationale. The point is that the flow does not always flow down the rapids. By stones, it flows up with approximately the same force as it was before it was down. So to swim from the bottom up to the rapids, you need to swim through one of the stones (there flows flow from below upwards), gaining there some sort of a speed boost and cross the strip of ordinary flow to the next stone (up to 2 meters), and so on. So, the memoirs of A.P. Aleksandrova allows a significant advance in the many-year historical debate about the possibility of swimming on the rapids of the Dnipro against the flow. However, they do not prove that all evidence of such a voyage is true. In the long run, the author plans to test the methodology of the scientist in practice and expand the base of historical sources on swimming the rapids. He will also try to find photos and movies that were created in 1927-1929 with the participation of A.P. Aleksandrova.

ABSTRAK Penurunan profit bisnis kecil akibat implikasi ekonomi pasca pandemi COVID-19. Persoalan struktur permodalan menjadi kendala dalam mempertahankan dan meningkatkan usahanya secara terus menerus seiring kerubahan zaman. Koperasi Syariah sebagai salah satu lembaga keuangan Islam yang keislaman lebih dekat secara eksistensi maupun teritorial dengan masyarakat tingkat bawah sehingga menjadi alternatif pengembangan usaha masyarakat secara syariah sesuai persyaratan yang diberikan. Studi ini bertujuan untuk untuk menganalisis pengaruh literasi keuangan syariah dalam sikap, pengaruh sosial dan self-efficacy terhadap perilaku pemanfaatan produk koperasi syariah di Indonesia. Studi kuantitatif survey online dengan melibatkan 280 calon anggota koperasi syariah yang membutuhkan pembiayaan dan merupakan pemilik UMKM dijalankan dengan teknik analisis SEM PLS. Hasil studi menunjukkan pengaruh literasi keuangan terhadap sikap, pengaruh sosial dan self-efficacy lalu dilanjutkan arah jalur dukungan hipotesis terhadap niat untuk memilih Koperasi Syariah sebagai solusi kebutuhan finansial UMKM ditemukan. Strategi manajerial khususnya pemasaran dikembangkan dengan mempertimbangkan efek sikap positif, pengaruh sosial dan efikasi diri calon anggota sebagai pemilik bisnis atau produk keuangan syariah yang akan mereka tawarkan kepada pelanggan mereka akan berkontribusi pada pertumbuhan sektor UMKM khususnya UMKM Generasi Millenial dan UMKM Hijau di Indonesia melalui upaya promosi dan kerjasama. Kata Kunci: ASE Model, Ekonomi Islam, Koperasi Syariah, Pemberdayaan, UMKM. ABSTRACT The decline in small business profits due to the post-COVID-19 pandemic economy. The issue of capital structure is an obstacle in maintaining and increasing development continuously in line with the changing times. Sharia cooperatives as one of the Islamic financial institutions are closer in existence and territorially to the lower level of society so that they become an alternative for community business development in accordance with the requirements given. This study aims to analyze the effect of Islamic financial literacy on attitudes, social influence and self-efficacy on the application of Islamic cooperative products in Indonesia. Quantitative study of online surveys involving 280 prospective members of Islamic cooperatives who need financing and are MSME owners carried out with the PLS SEM analysis technique. The results of the study show the effect of financial literacy on attitudes, social influence and self-efficacy, then choosing the direction of hypothesis support for the intention to find Islamic Cooperatives as a solution to the financial needs of MSMEs. Managerial strategies especially marketing that are developed taking into account the effects of positive attitudes, social influence and self-efficacy of prospective members as owners or Islamic financial products that they will offer to their customers will increase the growth of the MSME sector, especially Millennial Generation MSMEs and Green MSMEs in Indonesia through promotional efforts and cooperation. Keywords: ASE Model, Islamic Economics, Sharia Cooperatives, Empowerment, MSMEs. REFERENCES Abourrig, A. (2021). Social influence in predicting Islamic banking acceptance: Evidence from Morocco. International Journal of Accounting, Finance, Auditing, 2(2), 42–56. https://doi.org/10.5281/zenodo.4641472 Ajzen, I. (1991a). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T Ajzen, I. (1991b). The theory of planned behavior. 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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. 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Abstract SYNTHESIS OF THE FIRST INTERNATIONAL SYMPOSIUM FOR RESEARCH IN COMPARATIVE CRIMINOLOGY Introduction At the beginning of the development of the social sciences there was a considerable vogue for comparative research. A long period of empirical studies and almost total preoccupation with methodological problems followed. Once again, however, psychology, political science, sociology, and above all anthropology, have taken up the thread of this tradition, and the bibliography in these fields is becoming ever more abundant. The study of deviance, of various manifestations of criminality, and of social reaction against crime are, however, noticeably missing in the picture, even though there is nothing in the nature of criminology which precludes the development of comparative research. To many research workers in criminology, the time seemed ripe to take up the comparative tradition once again. Two imperatives were considered : the generalization of norms of deviance which are tied to the standard of living set by industrial civilization, thus putting the problem of criminality in a global light ; and, second, the development and standardization of methods of studying these phenomena, drawing on the experience of allied disciplines. The response of the participants in this Symposium and the results of their discussions were not unexpected. A consensus was arrived as to the problems it was thought important to study, and agreement was reached about the strategies of research to be undertaken. Priorities, however, were not established since too much depends on the availability of research teams, funds, etc. But the broad, overall look at the main problems in comparative criminology will, hopefully, open a new chapter in the history of crimino-logical research and in our continuing search for knowledge of man and society. The brief resume which follows should give the reader an idea of the extent of the problems tackled. The detailed proceedings of the Symposium will be published at a later date, in mimeographed form. Sectors of research proposed In a sense, this Symposium was prepared by all the participants. The organizers had requested that each person invited prepare a memorandum setting out the problems in comparative criminology which he considered to be most important. The compilation of their replies, reported to the plenary session at the opening of the Symposium, produced the following results : Summary of suggestions for research activities Note : In all that follows, it should be understood that all of these topics should be studied in a cross-cultural or international context. 1) Definitions and concepts : a) Social vs legal concept of deviance ; b) Distinction between political and criminal crimes ; c) The law : a moral imperative or a simple norm ; d) The concepts used in penal law : how adequate ? e.g. personality of criminal ; e) Who are the sinners in different cultures and at different times. 2) Procedures : a) Working concepts of criminal law and procedure ; b) Differentiating between factors relating to the liability-finding process and the sentencing process ; c) Behavioural manifestations of the administration of criminal justice ; d) Judicial decisions as related to the personality of the judges and of the accused ; e) Sentencing in the cross-national context (2 proposals) ; f) In developing countries, the gap between development of the legal apparatus and social behaviour ; g) Determination of liability ; h) The problem of definition and handling of dangerous offenders ; i) Decision-making by the sentencing judges, etc. (2 proposals) ; ;) Medical vs penal committals ; k) Law-enforcement, policing. 3) Personnel : a) Professionalization in career patterns ; b) Criteria for personnel selection ; c) Greater use of female personnel. 4) Causation. Situations related to criminality : a) How international relations and other external factors affect crime ; 6) Hierarchy of causes of crime ; c) Migrants. Minorities in general ; d) Relation to socio-economic development in different countries ; e) A biological approach to criminal subcultures, constitutional types, twin studies, etc. ; f) Cultural and social approach : norms of moral judgment, ideals presented to the young, etc. ; g) Effect of social change : crime in developing countries, etc. (6 proposals) ; h) Effects of mass media, rapid dissemination of patterns of deviant behaviour (2 proposals). 5) Varieties of crime and criminals : a) Traffic in drugs ; b) Prison riots ; c) Violence particularly in youth (7 proposals) ; d) Dangerousness ; e) Relation to the rights of man (including rights of deviants); f) Female crime (2 proposals) ; g) Prostitution ; i) The mentally ill offender ; ;) Cultural variations in types of crime ; k) Organized crime ; /) Use of firearms ; m) Gambling ; n) Victims and victimology. 6) Treatment : evaluation : a) Social re-adaptation of offenders ; b) Statistical research on corrections, with possible computerization of data ; c) Comparisons between prisons and other closed environments ; d) Extra-legal consequences of deprivation of liberty ; e) Rehabilitation in developing countries ; f ) Criteria for evaluation of programs of correction ; g) Biochemical treatment (2 proposals) ; i) Differential treatment of different types of offense. Evaluation ; /) Prisons as agencies of treatment ; k) Effects of different degrees of restriction of liberty ; /) Environments of correctional institutions ; m) Study of prison societies ; n) Crime as related to the total social system. 7) Research methodology : a) Publication of what is known regarding methodology ; b) Methods of research ; c) Culturally-comparable vs culturally-contrasting situations ; d) Development of a new clearer terminology to facilitate communication ; e) Actual social validity of the penal law. 8) Statistics : epidemiology : a) Need for comparable international statistics ; standardized criteria (3 proposals) ; b) Difficulties. Criminologists must collect the data themselves. 9) Training of research workers : Recruiting and training of « com-paratists ». 10) Machinery : Committee of co-ordination. Discussions The discussions at the Symposium were based on these suggestions, the main concentration falling on problems of manifestations of violence in the world today, the phenomenon of student contestation, and on human rights and the corresponding responsibilities attached thereto. Although the participants did not come to definite conclusions as to the respective merits of the problems submitted for consideration, they did discuss the conditions under which comparative studies of these problems should be approached, the techniques appropriate to obtaining valid results, and the limitations on this type or work. Four workshops were established and studied the various problems. The first tackled the problems of the definition of the criteria of « danger » represented by different type of criminals ; the problem of discovering whether the value system which underlies the Human Rights Declaration corresponds to the value system of today's youth; the problem of the treatment of criminals ; of female criminality ; and, finally, of violence in the form of individual and group manifestations. The second workshop devoted its main consideration to the revolt of youth and to organized crime, also proposing that an international instrument bank of documentation and information be established. The third workshop considered problems of theory : how the police and the public view the criminal ; the opportunity of making trans-cultural comparisons on such subjects as arrest, prison, etc. ; and the role of the media of information in the construction of value systems. The fourth workshop blazed a trail in the matter of methodology appropriate to research in comparative criminology. The period of discussions which followed the report of the four workshops gave rise to a confrontation between two schools of thought within the group of specialists. The question arose as to whether the problem of student contestation falls within the scope of the science of criminology. Several experts expressed the opinion that criminologists ought not to concern themselves with a question which really belongs in the realm of political science. On the other hand, the majority of the participants appeared to feel that the phenomenon of student contestation did indeed belong in the framework of criminological research. One of the experts in particular took it upon himself to be the spokesman of this school of thought. There are those, he said, who feel that criminology should confine itself and its research to known criminality, to hold-ups, rape, etc. However, one should not forget that penal law rests on political foundations, the legality of power, a certain moral consensus of the population. Today, it is exactly this « legitimate » authority that is being contested. Is it not to be expected, therefore, that criminology should show interest in all sociological phenomena which have legal and criminal implications ? Contestation and violence have consequences for the political foundations of penal law, and therefore are fit subjects for the research of the criminologist. International Centre {or Comparative Criminology The First International Symposium for Research in Comparative Criminology situated itself and its discussions within the framework and in the perspectives opened by the founding of the International Centre for Comparative Criminology. The Centre is sponsored jointly by the University of Montreal and the International Society for Criminology, with headquarters at the University of Montreal. As one of the participants emphasized, criminologists need a place to retreat from the daily struggle, to meditate, to seek out and propose instruments of research valid for the study of problems common to several societies. Viewing the facts as scientists, we are looking for operational concepts. Theoreticians and research workers will rough out the material and, hopefully, this will inspire conferences and symposiums of practitioners, jurists, sociologists, penologists, and other specialists. Above all, it will give common access to international experience, something which is lacking at present both at the level of documentation and of action. A bank of instruments of method- ology in the field of comparative criminology does not exist at the present time. The Centre will undertake to compile and analyse research methods used in scientific surveys, and it will establish such an instrument bank. It will also gather and analyse information pertaining to legislative reforms now in progress or being contemplated in the field of criminal justice. Through the use of computers, the Centre will be able to put these two projects into effect and make the results easily accessible to research workers, and to all those concerned in this field. The participants at the Symposium were given a view of the extent of the problems envisaged for research by the future Centre. It is hoped that this initiative will be of concrete use to research workers, private organizations, public services and governments at many levels, and in many countries.

The purpose of this article is to analyze the so-called human capital theory and to clarify the concept of public good, as well as the frequency of the expression "public" in the Declarations adopted at the Regional Conferences of Higher Education in Latin America and the Caribbean in 2008 and 2018. For this, in methodological terms, this article analyzes documents from certain International Organizations (UNESCO, World Bank and OECD) and seeks theoretical support in Reinhart Koselleck's History of Concepts and other authors such as Roger Dale, Susan Robertson, Bob Jessop, Stephen Gill, Paul Samuelson , Karl Polanyi and Pierre Bourdieu.ResumoO presente artigo tem o objetivo de analisar a chamada teoria do capital humano e precisar o conceito de bem público, bem como a frequência da expressão “público” nas Declarações aprovadas nas Conferências Regionais de Educação Superior na América Latina e Caribe, em 2008 e 2018. Para isto, em termos metodológicos, o presente artigo analisa documentos de determinadas Organizações Internacionais (UNESCO, Banco Mundial e OCDE) e busca apoio na História dos Conceitos de Reinhart Koselleck e em autores como Roger Dale, Bob Jessop, Stephen Gill, Paul Samuelson, Karl Polanyi, Pierre Bourdieu.Keywords: Public good, Human capital theory, Commodification, Education, CRES 2008 and CRES 2018.Palavras-chave: Bem público, Teoria do capital humano, Mercadorização, Educação, CRES 2008 e CRES 2018.ReferencesALVES, Giovanni. O que é o precariado? Blog da Boitempo. Extraído de <https://blogdaboitempo.com.br/2013/07/22/o-que-e-o-precariado/>, 22 Jul 2013, acesso em 28 fev 2019.ARENDT, Hannah. A crise na educação. In: Entre o passado e o futuro. Tradução: Mauro W. Barbosa de Almeida. 3ª reimpressão da 5ª ed. de 2000. São Paulo: Perspectiva, 2005.AUDITORIA CIDADÃ DA DÍVIDA. Dividômetro: quanto pagamos (juros e amortizações) – dívida pública federal. Auditoria Cidadã da Dívída. 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Leadership education can be reductionist and facile. Recent scholarship in management and organizational history has reexamined many of the most established business school concepts and literatures, rethinking the ‘lessons’ taught from – among others – Taylor, Maslow and the Human Relations School. This study similarly uses historical methods (oral historical and archival) to analyse the career of Robert S. McNamara, a major figure often portrayed simplistically in leadership literature. McNamara is often characterized as a ‘good manager but poor leader’, notorious for failures associated with micromanaging by questionable metrics. While this picture is partially accurate, it is far from complete. McNamara’s career – for all its management failures and weaknesses – also featured many traits associated with celebrated concepts of ‘leadership’, especially during his long tenure as President of the World Bank (1968–81). We develop an historical narrative that reevaluates and updates our understanding of this comparatively unexplored latter stage of McNamara’s career. The article argues against the construction of simplistic ‘leadership lessons’ that suffer from three weaknesses: (1) a poor grasp of historical events, (2) a weak understanding of history as a discipline and (3) a reliance on artificial constructs and dichotomies, such as leadership (good) versus management (bad). We suggest that there is much to learn from deepening the scholarly relationship between critical leadership studies and management history.