Brunei on the Morrow of Independence
Background In the 16th century, Brunei's hegemony extended from Manila on the north to some indeterminate area of south Borneo. Spain and a resurgent kingdom of Sulu reduced Brunei dominion in the north; unknown events limited Brunei control to the southern boundary of present-day Sarawak by the 19th century, when European and American adventurers carved Sarawak and Sabah, now parts of Malaysia, from Brunei's remainder. In 1888 Britain established a loose umbrella of protection and control over Brunei, Sarawak, and Sabah, but in 1890 Charles Brooke, Raja of Sarawak, seized the last remaining large district of Brunei, the Limbang. Britain ultimately approved the seizure-though it divided Brunei into two geographically separate parts. In 1906 a Britsh Resident was established in Brunei. Britain hoped to reunite Brunei's former parts, but nothing came of those plans. In 1929 oil was discovered and the state became viable.
Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam
Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.
What is an archival education?1
This article introduces the approach to Master's level archival education adopted at the University of Manitoba. It is intended as a contribution to the recently renewed discussion of graduate archival education in the UK and Ireland. The author maintains that recent major developments in the accessibility, uses, and very conception of archives powerfully underscore the distinctiveness of archival work. These developments foster continued collaboration between archivists and those in related professions such as records management, but, more importantly, reinforce their longstanding distinctiveness. The article discusses why and how the University of Manitoba has responded to the increasingly complex challenges facing archivists and archival educators in this evolving setting with an archival, conceptual, historical, and research-oriented curriculum.