Running hot and cold: Bhutan-India-China relations

What will the new year bring for the three countries? Even though the Doklam issue was solved peacefully, its occurrence shows that a frozen conflict can run hot now and again. Looking ahead, the new year may bring new challenges, a continued status quo, and/or new opportunities writes Sarina Theys

Foreword: The Perpetual Controversy

[Excerpt] “Two qualities of American capital punishment perhaps explain its ability to command the attention of the Court, year by year, decade after decade. First, an exceptionally talented and dedicated specialist capital defense bar continually mounts new challenges to the institution of the death penalty. This year, for example, we await a decision from the Supreme Court on the claim that the lethal injection method of execution violates the cruel and unusual punishments clause of the Constitution. Never before has the Supreme Court confronted this claim; indeed, not for more than a hundred years has the Supreme Court addressed a claim that a method of execution violates the Constitution.

CMFRI Newsletter No.155 October - December 2017

As year 2017 comes to close, it is time to take stock of our achievements and plan ahead for the new year. The past year was fruitful and the institute has successfully addressed various challenges and scaled new heights. While celebrating its Platinum Jubilee Year in 2017 a new regional research centre at Digha was opened that will address the challenges in developing the marine fisheries sector of the north east coast of India. Several outcomes with societal benefits like mKrishi®, deployment of artificial reefs, GIS based databases of marine fisheries related infrastructure and marine fishery resources and the development of nutraceuticals happened through focussed and untiring efforts

Academic Support at Leeds Metropolitan Library

Leeds Metropolitan’s Library Academic Support Stream is made up of Academic Librarians and Information Services Librarians who provide academic support to the university’s six faculties. The team use innovative methods of working together to engage students and enhance their experience. The team only formed a year ago so this is a good time to reflect on our success so far. The library service at Leeds Met is continually developing and offers new challenges and opportunities for staff providing library academic support. Innovation has even become part of our new name – ‘Libraries and Learning Innovation’. We still offer all the traditions types of library academic support, but there is an increasing emphasis on finding innovative ways of supporting students and publicising what we can offer. This year the Library Academic Support Stream won a University Attitude Character and Talents Award for Future Focus

Currents, Vol.6, No.1 (Sept.14, 1987)

New President Opens New School Year (Patricia R. Plante)--New Directions--John M. Doar Opens Convocation--New Year, New Challenges--USM Tackles Growth Management--Maine Business Indicators newsletter--Teachers in Secondary Schools Program--Understanding the Constitution--1987 Faculty Concert Series Announced--Counseling Available--Advice for Advisorshttps://digitalcommons.usm.maine.edu/currents/1137/thumbnail.jp

Help or hindrance : the image of "self as teacher" held by New Zealand first year teachers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand

This study pioneers research into the 'self as teacher' image of New Zealand first year teachers. A personal narrative approach allowed the researcher to explore: how New Zealand first year teachers metaphorically perceive 'self as teacher' image; the events, situations, and issues that these teachers feel enhance, challenge, or undermine initial 'self as teacher' image; and the role 'self as teacher' image plays in the professional development of New Zealand first year teachers. The implications of the above for preservice and inservice providers of teacher education are discussed. The study demonstrates that 'self as teacher' image is not constant, it is shifting and complex. The research indicates that the metaphors first year teachers use to define 'self as teacher' images are indicative of their professional development stage. Although first year teachers must come to terms with a complex array of factors as they interact within the wider school context, if they have been adequately prepared and are sufficiently supported during the first year of teaching, they will professionally grow and meet the challenges. If first year teachers are supported they can develop a patchwork of metaphors defining 'self as teacher' image that appropriately informs their practice so they can accommodate to the particular context in which they need to operate. The research indicates that preservice and inservice teacher educators need to assist beginning teachers to identify and examine 'self as teacher' image and take ownership of their professional development so they can be the author of the teacher they are becoming

How Is That Going to Work?: Part II – Acqusitions Challenges and Opportunities in a Shared ILS

Building on a presentation given at the 2013 Charleston Conference, this article continues the discussion about acquisitions policies, workflows, and consortial collaboration in a next‐generation shared ILS. The Orbis Cascade Alliance is a consortium of 37 public and private academic institutions in Oregon, Washington, and Idaho. In January 2013, the Alliance began a two‐year process of migrating all 37 institutions (in 4 cohorts, with a new cohort going live every 6 months) to Ex Libris’s Alma and Primo in order to realize efficiencies and increase collaboration within the consortium. The authors, who represent institutions in the first and third cohorts, offer perspectives on new consortial structures stemming from changing workflows, policy issues to consider from a consortial viewpoint, challenges and opportunities for the new system, partnering with vendors, and ongoing considerations for large‐scale cooperative collection development and assessment

Editorial: Transactions on Education in the New Decade

A new year always brings new challenges and opportunities, and 2020 is no different for the IEEE Transactions on Education. In keeping with the start of a new decade, some of the changes are quite major

Iowa Workforce Monthly, December 2009, Issue 11

Highlights: * During 2009, IWD staff members participated in a 5-day Kaizen event designed to streamline the collection of employers’ delinquent unemployment insurance (UI) taxes……………………………pg. 2 * Beginning January 15, the Iowa Department of Revenue web site will feature links to companies that provide online filing of both federal and Iowa income tax returns………pg. 2 * Recently, OSHA Inspectors Lonnie Majerus and Don Peddy visited Hannah, Inc. in Sioux City………………………………………………pg. 2 * Looking for a new job when you are over the age of 50 poses a whole new set of challenges…………………………………………pg. 3 * Over the last year, IWD has been working on an Integration Project that will change the way services are delivered to customers………pg.

Submerged in the mainstream? A case study of an immigrant learner in a New Zealand primary classroom

Immigrant children from diverse language backgrounds face not only linguistic challenges when enrolled in mainstream English-medium classrooms, but also difficulties adjusting to an unfamiliar learning community. The culture of primary school classrooms in New Zealand typically reflects conventions across three dimensions: interactional, instructional task performance and cognitive-academic development. All three dimensions are underpinned by the culturally specific discourse conventions involved in language socialisation. New learners may be helped by classmates or their teacher to understand and successfully use these conventions, but left on their own they may sink rather than swim. This is a case study of one Taiwanese 11-year old boy, 'John', who entered a New Zealand primary classroom midway through the school year. John's basic conversational ability was sound, but he did not possess the interactive classroom skills needed to operate in the new culture of learning. Selected from a wider study of the classroom, transcript data from audio-recorded excerpts of John's interactions over several months with his teacher and classmates are interpreted from perspectives derived from sociocultural and language socialisation theories. The article concludes with a brief consideration of the extent to which John constructed, or was constrained from constructing meaningful learning experiences, and suggestions for further research and reflection