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General study of Pacific - covers historical and geographical aspects, the demographic aspects and social structures, living conditions, religion, traditions, cultural factors, education, governmental systems, political leadership, the economic structure, banking, trade, transportation, tourism, economic resources, etc. Bibliography pp. 463 to 465, map and references.
"The Oxford Handbook of Prehistoric Oceania presents the archaeology, linguistics, environment and human biology of Melanesia, Micronesia, and Polynesia. First colonized 50,000 years ago, Oceania witnessed the independent invention of agriculture, the construction of Easter Island's statues, and the development of the word's last archaic states."--Provided by publisher.
A philosophical analysis informed by history, this work examines the reasons for the highly destructive behavior of the Red Guards in the early part of China's Cultural Revolution. By probing the political, educational, and psychological factors influencing the Red Guards, Jing Lin sheds light on how teenagers and young adults were able to justify violence in the name of class struggle and human rights. She concludes that non-critical, categorical thought, buttressed by the political and educational systems, was pivotal. Jing Lin introduces the work with a discussion of democratic and non-democratic thought, and of the Red Guards' views about class struggle, authority and justice. She then examines the theory behind Mao's totalitarian rule. Chapter Three is devoted to schools, and their decisive role in developing the Red Guards. The psychology of the Red Guards follows: Lin details how concepts of the proletariat, class enemies, and intellectuals nurtured habits of aggression and obedience. In concluding, Lin suggests how to foster critical and democratic thinking in Chinese education.
Social, political, economic and governmental aspects of Melanesia, French Polynesia, Micronesia.
The mission of higher education in the 21st century must address the reconciliation of student learning and experiences through the lens of indigenous education and frameworks. Higher learning institutions throughout the oceanic countries have established frameworks for addressing indigeneity through the infusion of an indigenous perspectives curriculum. The incorporation of island indigenous frameworks into their respective curriculums, colleges, and universities in the oceanic countries has seen positive impact results on student learning, leading to the creation of authentic experiences in higher education landscapes. Learning and Reconciliation Through Indigenous Education in Oceania discusses ways of promoting active student learning and unique experiences through indigenous scholarship and studies among contemporary college students. It seeks to provide an understanding of the essential link between practices for incorporating island indigenous curriculum, strategies for effective student learning, and course designs which are aligned with frameworks that address indigeneity, and that place college teachers in the role of leaders for lifelong learning through indigenous scholarship and studies in Oceania. It is ideal for professors, practitioners, researchers, scholars, academicians, students, administrators, curriculum developers, and classroom designers.
First multi-year cumulation covers six years: 1965-70.