Making Rebels: The New Zealand Socialist Party, 1901-1913

<p>The New Zealand Socialist Party (NZSP) was the first radical socialist party in this country. The decade in which it existed was a time of rapid social change. The NZSP began in 1901 as a reaction against the Liberal Party which dominated New Zealand politics at the time. In its first five years the party had two main branches in Wellington and Christchurch, but it grew rapidly after 1907 with the expansion of industrial unionism. The NZSP was overshadowed by the Federation of Labour and never developed a coherent national organisation. As the working class began to organise nationally to challenge the Massey Government, the NZSP failed to adapt to the new political situation and dissolved in 1913. The party began as a group of marginal outsiders, but as society changed and class became an important political factor, the NZSP played an important role in spreading new ideas and educating a generation of socialists. When the NZSP ended in 1913 the ideas it had promoted were widely accepted among New Zealand’s organised working class.</p>

Making Rebels: The New Zealand Socialist Party, 1901-1913

<p>The New Zealand Socialist Party (NZSP) was the first radical socialist party in this country. The decade in which it existed was a time of rapid social change. The NZSP began in 1901 as a reaction against the Liberal Party which dominated New Zealand politics at the time. In its first five years the party had two main branches in Wellington and Christchurch, but it grew rapidly after 1907 with the expansion of industrial unionism. The NZSP was overshadowed by the Federation of Labour and never developed a coherent national organisation. As the working class began to organise nationally to challenge the Massey Government, the NZSP failed to adapt to the new political situation and dissolved in 1913. The party began as a group of marginal outsiders, but as society changed and class became an important political factor, the NZSP played an important role in spreading new ideas and educating a generation of socialists. When the NZSP ended in 1913 the ideas it had promoted were widely accepted among New Zealand’s organised working class.</p>

Sex and Birth Control in West Germany

Pius XII’s Addresses to the Catholic Union of Midwives on October 29, 1951 and the National Congress of the Family Front and the Association of Large Families on November 27, 1951 were a pivotal moment in the history of sexuality in the Catholic Church because the pope permitted the use of the rhythm method for the purposes of family planning. They occurred at a moment of transition between Pius XI’s condemnation of contraception and abortion in 1930 and Paul VI’s denunciation of the birth control pill in 1968. This essay argues that these two speeches require greater scholarly attention and that West Germany represents a compelling case study for their reception. Other scholars document well the importance of Germany to the life and papacy of Pius XII, but little light has been shed on how Central European Catholics responded to his views about sex. In a fresh reading of the papal intervention, this essay suggests that the speeches only endorsed practices that had been common since the 1930s. In the midst of changing norms about sex and increased access to birth control as well as anxiety about rapid social change, Pius XII’s attempt at conciliation was significant but ultimately failed.

READY FOR SCHOOL IN THE CONTEXT OF „SINGLE PEDAGOGICAL SYSTEM –CHILDREN’S TRADITION-PRIMARY SCHOOL“

Questions are raised directly related to the problem of the „unified pedagogical system kindergarten – primary school“. The answers were sought in the specifics of preschool age, the unevenness of child development, the saturation with sensitive periods in cognitive development and periodic time changes, with psychosocial crises and age changes. In fact, the use of aspects and fragments in considering a conceptual concept as readiness shows our desire for precision in terms of socio-emotional, aesthetic-artistic, motivational and linguistic readiness for school. If 50 years ago a number of questions were asked related to the education of 6-7 year old children in the direction of the parameters of school maturity, general and special preparation for school, diagnostics and prognosis of school readiness; motivation, socialization and adaptation of children in school, now, in the age of the information society, these problems, in our opinion, expect adequate scientific and practical solutions. Therefore, the report proves that rapid social change sometimes precedes scientific responses to pedagogical practice and in this changed social, social and psychological context, all three actors in the education system: teachers, parents and children, have different attitudes, expectations and opportunities for reactions.

Trobriand Tales, Kwanebuyee Kilivila: Folktales and Mythical Stories from the Trobriand Islands of Papua New Guinea, Collected by Jerry W. Leach and Held at the National Anthropological Archives, Smithsonian Institution

This volume comprises an edited compilation of traditional oral narratives from the Trobriand Islands of Papua New Guinea obtained by Jerry W. Leach from 1970 to 1973, which are held in the Smithsonian Institution’s National Anthropological Archives. The narratives encompass key aspects of Trobriand cultural heritage as well as insights into the Kilivila language, regional cosmologies, and past and present social practices. The narratives constitute an elaborate but fragile system of knowledge that is threatened by rapid social change. The book is the culmination of a research project begun in 2011 through the auspices of the <a>Recovering Voices Program </a>at the National Museum of Natural History. Traveling to the Trobriand Islands with copies of the Leach narratives, the editor worked with communities to select the most culturally important and prevalent narratives, 79 of which are presented here. Trobriand communities proposed that those narratives be printed in Kilivila and in English to help preserve traditional knowledge for future generations. Each narrative is categorized in local terms, preceded by details regarding the storytellers and a summary, as well as links to other stories when narratives are related, and many are followed by a list of key words and expressions that are defined in a section on vocabulary. Further explanations and illustrations help clarify and complete the stories, providing examples of traditional objects and techniques as well as their uses.

Trobriand Tales, Kwanebuyee Kilivila: Folktales and Mythical Stories from the Trobriand Islands of Papua New Guinea, Collected by Jerry W. Leach and Held at the National Anthropological Archives, Smithsonian Institution

This volume comprises an edited compilation of traditional oral narratives from the Trobriand Islands of Papua New Guinea obtained by Jerry W. Leach from 1970 to 1973, which are held in the Smithsonian Institution’s National Anthropological Archives. The narratives encompass key aspects of Trobriand cultural heritage as well as insights into the Kilivila language, regional cosmologies, and past and present social practices. The narratives constitute an elaborate but fragile system of knowledge that is threatened by rapid social change. The book is the culmination of a research project begun in 2011 through the auspices of the <a>Recovering Voices Program </a>at the National Museum of Natural History. Traveling to the Trobriand Islands with copies of the Leach narratives, the editor worked with communities to select the most culturally important and prevalent narratives, 79 of which are presented here. Trobriand communities proposed that those narratives be printed in Kilivila and in English to help preserve traditional knowledge for future generations. Each narrative is categorized in local terms, preceded by details regarding the storytellers and a summary, as well as links to other stories when narratives are related, and many are followed by a list of key words and expressions that are defined in a section on vocabulary. Further explanations and illustrations help clarify and complete the stories, providing examples of traditional objects and techniques as well as their uses.

INTRODUCTION: POST-GADDAFI REPERCUSSIONS IN THE SAHEL AND WEST AFRICA

The areas south of Libya have experienced more than their fair share of conflict and rapid social change. In earlier times, the main routes of trade, commerce and pilgrimage between West African and the Arab Peninsula passed through this region, also once inhabited by mighty warrior empires (see for example Bawuro 1972). However, as the empires along these routes faded away, and international ocean shipping opened up this part of Africa to the forces of global trade and capitalism, the centres of authority that once controlled this region also vanished. What remained was an almost open territory: unwelcoming and hard, but also a place of possibilities and the freedom to roam for those who had mastered the art of survival under such difficult conditions. This was the land of the Tuareg and other semi-nomadic groups who controlled cities and important trading posts such as Timbuktu, Gao and Kidal in contemporary Mali. This is the world of the Sahel and the parts of Western Africa that straddles Libya, and a region that currently includes Southern Algeria, Northern Mali, Niger, Chad, Mauritania and parts of Northern Nigeria. These are therefore also the countries and areas that have come to experience the full effect of what we define as post-Gaddafi repercussions.

SITUATIONAL LEADERSHIP ON ISLAMIC EDUCATION

Every human being should be a leader both for himself and his family. In reality, not all of human can become leader who are leading the people they lead. This swriting is going to describe the situational leaders who have a leadership style in accordance with the prevailing circumstances of the current rapid social change in the context of islamic education. To explain the situational leadership in islamic education, this paper reviewed various islamic literatures both national and internation cotext. Therefore, the findings of this resaerch were the leadership in islamic intitution is not able to adjust the situation with the current changes. Morever, the Islamic educational institution a leader leads will not be able to compete with the general and Islamic educational institutions that have modernized using the curriculum desired by the government and outside community.