scholarly journals Pacific WarsGeoffrey M. White David W. Gegeo David Akin and KarenWatson-Gegeo, The Big Death. Solomon Islanders Remember World War II, Solomon Islands College of Higher Education, and the University of the South Pacific, 1988.HughLaracy GeoffreyWhite, Tae

1990 ◽  
Vol 31 (1) ◽  
pp. 84-85
Author(s):  
Ian Frazer
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Solomon Islands ◽  
South Pacific ◽  
World War ◽  
The South ◽  
The University

scholarly journals EDITORIAL: Pacific media advocacy

2017 ◽  
Vol 23 (2) ◽  
pp. 6-10
Author(s):  
David Robie
Keyword(s):  
Solomon Islands ◽  
South Pacific ◽  
Journalism Education ◽  
The South ◽  
Educational Training ◽  
Media Advocacy ◽  
Regional University ◽  
National University ◽  
The Media ◽  
The University

IN SAMOA during July 2015, a new Pacific journalism education and training advocacy era was born with the establishment of the Media Educators Pacific (MEP) after a talkfest had gone on for years about the need for such a body. A draft constitution had even been floated at a journalism education conference hosted at the University of the South Pacific in 2012. The initiative created unity of sorts between the Technical, Vocational and Educational Training (TVET) media institutes from Fiji, Samoa, Solomon Islands and Vanuatu, and the regional University of the South Pacific journalism programme. Founding president Misa Vicky Lepou of the National University of Samoa pledged at the time to produce a vision with a difference:

US AND THEM: BELIEFS ABOUT HUMAN NATURE HELD BY YOUNG PEOPLE IN THE SOUTH PACIFIC

1982 ◽  
Vol 10 (2) ◽  
pp. 221-226 ◽  
Author(s):  
Robert A. C. Stewart
Keyword(s):  
Human Nature ◽  
Secondary Students ◽  
Solomon Island ◽  
Solomon Islands ◽  
South Pacific ◽  
Pacific Islanders ◽  
Future Research ◽  
The South ◽  
Student Sample ◽  
The University

Beliefs in overall trustworthiness, strength of will and complexity of others were investigated in: (a) 72 secondary students (mean age 17 years) from King George VI School in Solomon Islands, and (b) 120 students (Fijians, Indo-Fijians and other Pacific Islanders) at the University of the South Pacific in Suva, Fiji (mean age 23 years 5 months). The 36-item Wrightsman's Children's Philosophies of Human Nature Scale was used. Solomon Island subjects completed the inventory twice (to compare their attitudes to people inside and outside the wantok (pidgin term for immediate village, or group of people perceived as close.) it was shown that people outside the wantok are perceived as less to be trusted (p<0.01), and more complex (pK0.05). In a sex comparison it was shown that males were more likely than females to trust people outside the wantok and found them less complex (p<0.05. In analysis of the results from the University student sample, males were shown (pK0.01) to see people in general as having more strength of will and rationality than females. In an ethnic comparison it was shown (p<0.05) that Indo-Fijians had a higher belief in the trustworthiness of people than Fijians. This confirms previous research. The University students took the inventory under standard conditions. It is suggested that future research would find it fruitful to continue to explore the differences in attitudes, in this part of the world, toward people perceived as either “close” or “distant”.

Dilettantes and Over-Specialization”: Diagnosing and Treating Nazism at West German Universities after World War II

2005 ◽  
Vol 45 (4) ◽  
pp. 604-614 ◽  
Author(s):  
Craig K. Pepin
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
World War ◽  
Character Formation ◽  
Course Content ◽  
Educational Structure ◽  
British Occupation ◽  
The University ◽  
Idea Of The University ◽  
German Universities

After 1945, the words “anti-fascist education” appeared much less frequently in the western zones of occupied Germany than in the Soviet zone, but the concerns expressed by the phrase were shared by all occupying powers: How could education help prevent a resurgence of Nazism? For the American and British occupation authorities, and to a lesser extent, the French, the answer was to “reeducate” for democracy. The leaders of German universities in the western zones answered this question differently. Drawing on the traditional German “idea of the university,” German professors stressed the inculcation of morality through Bildung or character formation. In practical terms, this meant very little change in curriculum, course content, or educational structure: Only a rededication to university traditions supposedly uncompromised and unaffected by Nazism could lead German higher education, and by extension Germany, away from fascism.

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