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Through the ideas of and within Oceania that we outline, and within which we locate architecture and institutions for CIE regionally, we illustrate the identified turning points through analysis of dynamic and intersecting trajectories of the Oceania Comparative and International Education Society (OCIES), formerly the Australia and New Zealand Comparative and International Education Society (ANZCIES), and the Vaka Pasifiki, formerly the Rethinking Pacific Education Initiative for and by Pacific Peoples (RPEIPP) project. We offer initial responses to an over-arching theme in posing the question: how, and through what processes, have these groups influenced understandings of ‘regionalism’ for CIE within Oceania? This involves examining the conferences, financing, membership, the Society journal/publications and aspects of CIE education of the two bodies.

The authors write as three education practitioner-researchers with different disciplinary and professional backgrounds and locations, and who met through their involvement in comparative and international education (CIE). The authors’ connections with each other, and with CIE, have grown through their engagement with their regional society, Oceania Comparative and International Education Society (OCIES). This engagement has spanned the transition of the society from the Australia and New Zealand CIES (ANZCIES) to a more regionally representative identity. In this discussion paper, the authors set out to trace intersections of personal, shared, and collective “becomings” as CIE practitioner-researchers, through vignettes over the arc of these past seven years since their first meetings. The authors connect their observations and reflections about annual conference locations and themes visited during this period of accelerated decolonization of OCIES, through topics salient in contemporary CIE and wider debates: identification, identities, and positioning, including ethnic, gendered, and racial dimensions and discriminations, as markers of identification. The authors engage with concepts of decolonization, foreign-ness, and insider/outsider/neither formulations. Discussion reflects on their coming to know each other, CIE, theirselves, and their praxis. Among and around these spatial and temporal locations, the authors situate observations and reflections that have variously influenced, marked, and spanned their early career relationships and sharing, with reference to global and regional CIE works. These reflections accompany their own published, and fresh, perspectives in this sense-making and sharing of their discussions, ongoing, with CIE readers as a wider audience (Fonua, 2021; McCormick, 2017; Shah et al., 2017; Spratt & Coxon, 2020).

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

Many researchers and practitioners in the field of comparative and international education (CIE) also work as educators, teaching CIE courses to cadres of students across various levels. In teaching these courses, CIE educators play a significant role in shaping the field’s future: the perspectives they privilege and the pedagogies they utilize arguably leave lasting impressions on students, who themselves go on to become teachers, researchers, policymakers, international development practitioners, and more. However, scant attention has been paid to the teaching of CIE. This chapter explores the possibilities and potential benefits of linking the teaching of CIE more deeply with both the emerging scholarship on it and the current debates and dilemmas with which the Comparative and International Education Society and CIE journals have engaged in the past few years such as decolonizing development and education. The chapter raises questions about the future of teaching CIE and concludes with a renewed call for additional research on the scholarship of teaching CIE.

The purpose of this paper is to describe a heating system for the selective inhibition sintering (SIS) process that will produce uniform heat and minimize the polymer powder waste.

This research was conducted in two areas: the first was the production of uniform heat distribution. For this task, a lighting design software was used for the initial heater design. The result was then validated by thermal images, point‐by‐point temperature measurement, and physical part fabrication. The second area was the minimization of polymer powder waste. For this task, a finger‐based masking mechanism was designed, prototyped, and tested.

The lighting design software output illustrates that the square, crossed, and parallel patterns have very low variation and seem to be acceptable alternatives for the heating system pattern. Also, results show that the temperature variation for the ceramic heater is lower (therefore better) than the wire heater. Also, the study reveals that a finger‐based masking system design and prototype is very promising from the polymer powder waste‐saving standpoint.

Owing to the software limitation, radiation is the only source of heat transfer in this research (convection and conduction were not considered). Also, a limited number of patterns were examined for the heater design; this number can be expanded in future research.

A new design and development method has been proposed for the heating system for the SIS process that could lead to better heaters and waste‐reducing mechanisms for the SIS process and similar applications.

MR. ALLAN BARNS‐GRAHAM, of Craigallian, Milngavie, has sent us a copy of a letter, addressed by him to the Secretary of the Scottish Agricultural Organisation Society and printed in pamphlet form, which contains a number of points of considerable importance. MR. BARNS‐GRAHAM observes that Bran and “Thirds” play a most important part in the rearing and feeding of cattle, pigs, and poultry, and in the production of milk; that these two products ought to be used to a much greater extent than they are now; that large quantities are annually exported from this country; and that the supplies ought to be jealously guarded. He expresses the hope that the Agricultural Organisation Societies of Great Britain and Ireland will in no way encourage the manufacture of condensed milk—on the ground that it is not in the interest of the public health, nor in the interest of agriculture to encourage the manufacture of any article of food which can be made to keep indefinitely by artificial means. This appears to us to be a somewhat strange position to take up, unless the author's intention is to condemn the practice of keeping food products by means of chemical preservatives—in which case we agree with him. But the proper preservation of many food products by legitimate and harmless methods, not involving the use of chemicals or of other objectionable devices, is surely permissible and valuable to the community. Properly prepared and sterilised condensed milk is a very useful commodity if it is what it purports to be. In this connection we may say, however, that condensed milk containing large quantities of added sugar ought not to be sold as “condensed milk,” but as “condensed sweetened milk,” or “condensed milk and sugar”—the proportion of added sugar being prominently disclosed; while, in our view, the sale of “condensed sweetened; ‘separated,’ or ‘machine‐skimmed’ milk” ought to be prohibited altogether.

This paper is the description of a new two‐grid algorithm to solve frictional contact problems. A regularized formulation is introduced and the discretized problem is solved using an internal non linear two‐grid technique coupled with a diagonal fixed point algorithm. Mathematical background is given, and superconvergence is obtained.

The purpose of this paper is to propose a new stabilized finite volume element method for the Navier-Stokes problem.

This new method is based on the multiscale enrichment and uses the lowest equal order finite element pairs P₁/P₁.

The stability and convergence of the optimal order in H¹-norm for velocity and L²-norm for pressure are obtained.

Using a dual problem for the Navier-Stokes problem, the convergence of the optimal order in L²-norm for the velocity is obtained. Finally, numerical example confirms the theory analysis and validates the effectiveness of this new method.

In this lesson, students discover how the role of espionage was crucial in securing a victory against the British in the American Revolution. Based on the National Council for the Social Studies Notable Trade Book, George Washington, Spymaster—How the Americans Outspied the British and Won the Revolution by Thomas B. Allen, this lesson introduces students to various spy techniques and strategies used by the colonists under the leadership of General George Washington. Thomas B. Allen presents an intriguing and accurate account of double agents, covert operations, codes, and ciphers of the colonists’ efforts to spy on the British army during the American Revolution War. Using the Internet as a resource, students conduct historical research through the critical examination of a variety of primary sources.