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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of ...

Traditionally, Chinese women were seen as homemakers. They were expected to stay home and to take care of their children while their husbands were out at work. The overseas Chinese in Japan were no exception. Most of the first generation who followed their husbands to Japan were housewives. Although a number of women helped out in the family business alongside their husbands, overseas-Chinese women were positioned as "stay-home mothers" and "helping wives." This research aims to question and reposition the perception of overseas Chinese women in Japan. I utilized fieldwork, primary and secondary textual sources, and oral-history interviews to study the representation of overseas-Chinese women in Yokohama's Chinatown. Analysis of my fieldwork materials and life stories of the overseas-Chinese women allows me to argue that the second and third generations of overseas-Chinese women in Yokohama were no ordinary housewives but pioneers in supporting overseas-Chinese education. I explored how members of a women's Association founded and managed education services and cultural activities in the Yokohama's Chinatown community. This research is the first English-language project that investigates the relationship between overseas-Chinese women and education. It fills in the gaps in existing literature by highlighting the role of overseas-Chinese women, the history of overseas-Chinese education, and the relationship between ethnic-Chinese identity formation and the input of overseas-Chinese women in Yokohama's Chinatown.传统中国妇女被一向视为主妇,以在家中照顾孩子扶助丈夫为业。在日华侨妇女也并无例外: 不少跟随丈夫来日的第一代华侨妇女一般都是家庭主妇。 虽然仍一有小部分华侨妇女与丈夫一同打理家庭生意,总的来说,第一代华侨妇女被塑造为「留家母亲」及「协助丈夫的妻子」的形象。 此研究旨在提出及重新检视在日华侨妇女的角色。 笔者以亲身考察与口述历史访问的方法,以一手及二手资料佐证,探讨日本横滨中华街的华侨妇女之情况。 透过实地考察和华侨妇女们的真实故事,笔者发现第二及第三代华侨妇女经已不在单单担任持家的主妇及母亲的角色,更是推动在日华侨教育的先锋。 此研究将深入探讨横滨一华侨妇女团体成立及发展华侨教育及文化活动的历史,为首个以英文撰写有关在日华侨妇女与华侨教育发展的学术论文。,旨在填补现时学述上有关华侨研究的空隙,包括华侨妇女角色、在日华侨教育之历史及在日华侨民族认同华侨教育的关系。This article is in English.

This article reviews lessons learned from the agricultural extension model that may be applicable to the proposed cooperative extension service in education. The agricultural extension model is a user-oriented system linking knowledge producers through state extension specialists and county extension agents with farm people and other knowledge users. In education, the adopters of innovations may be organczations such as schools as well as individuals such as teachers and administrators; the impacts of the educational innovations are less clear-cut than in agriculture; and educational innovations come from practitioners, as well as from the educational research and development system.

Mohamed A. El-Khawas is professor of history and political science at the University of the District of Columbia, Washington, DC.

THERE ARE AT LEAST TWO DIFFERENT KINDS OF POLITICAL SCIENCE EDUCATION OF UNDERGRADUATES. ONE STRIVES TO CONVEY KNOWLEDGE UNDERSTOOD AS EXPERTISE. THE OTHER SEEKS TO DEVELOP KNOWLEDGE UNDERSTOOD AS HUMAN WISDOM. THE TWO KINDS OF POLITICAL SCIENCE REPRESENT, RESPECTIVELY, THE MODERN SCIENCE AND THE HUMANITIES SIDES OF OUR DISCIPLINE. THIS STUDY SEEKS TO DEEPEN STUDENTS' UNDERSTANDING OF (1) THE VARIETY OF HUMAN TYPES, ESPECIALLY OF THE GREATEST REPRESENTATIVES OF THESE TYPES KNOWN AS STATESMEN AND POLITICAL PHILOSOPHERS; (2) THE APPARENT VARIETY OF REGIMES AND THEIR PRINCIPLES; (3) WHAT SEEMS TO CAUSE THEM TO COME INTO BEING AND PASS AWAY; AND (4) WHAT CAN BE LEARNED ABOUT POSSIBLE WAYS TO PRESERVE THEM.

Social scientists have, since the 1990s, shown an increasing interest in the role of business actors in welfare state development, and these debates provide many opportunities for historians of the Nordic countries to contribute with their insights and findings. This special issue brings together six historical studies on the role of business in the development of the welfare states in the Nordic countries, including the role of firms as providers of company welfare as well as the activities of firms and of business interest groups to influence policies and public opinion. Two observations stand out. First, the contributions draw a picture of a gradual shift in this period from that of fundamental opposition, which often dominated up to the mid-20th century, to a more pragmatic approach of cooperation. Cooperation in policy-making co-existed with confrontation in public debate, in which business interest groups promoted alternatives to 'big government'. Second, these studies underline the value of paying attention to what Reinhart Koselleck called 'horizons of expectations'. These historical studies show how the vocabulary of the actors changed in this period, and how business interest groups not only influenced political decisions but also adapted their expectations to changes in the political context.

A research project by the Centre for Comparative and Public Law and Unison Hong Kong - For Ethnic Equality. ; February 2004. ; Includes bibliographical references. ; Text in English, summary also in Chinese. ; Title from cover. ; This report analyzes the key education-related issues raised in these interviews as well as available studies on the needs of ethnic minority communities, press reports, government reports and education policies, in light of Hong Kong's international human rights obligations and developments in local and comparative equal opportunity law. ; published_or_final_version