The partition of India in August 1947 remains a watershed in the subcontinent’s history, defining the post-independence relationship between the two countries. The event was marked by the greatest migration in the twentieth century and the death of an estimated one million persons. The causes of partition and reasons for the associated violence have been examined previously. However, existing accounts tend to focus in general terms or at best has a provincial angle with respect to patterns of violence, resettlement and rehabilitation. Research in the past has also tended to stop at August 1947 without looking beyond this period. While there has been move towards examining the “lived” experience of partition, there remains a tendency to avoid locality focused case studies. A comparative India-Pakistan dimension is also missing, even in the ‘new history’ of partition. This thesis seeks to adopt a comparative case study approach. In addition to providing new empirical data, it attempts to uncover the differential experiences of violence, migration and the resettlement of partition refugees within the Punjab region. The thesis argues, firstly that localized patterns of political authority and culture impacted on the differential experience of partition related violence; Secondly, that the experience of partition and dislocation was a process rather than an event confined to August 1947. Finally, the thesis considers the extent to which the input of refugee capital and labour were locally significant in the region’s post-partition urban economic development. The thesis adopts a comparative history methodology with the use of three case studies, namely Malerkotla, and Ludhiana in East Pubjab and Faisalabad, formerly Lyallpur in West Pubjab. The themes explored include the differential experience of partition violence through a comparison between the Muslim Princely State of Malerkotla and the neighbouring British administered districts of the Ludhiana district. Some comparative insights into the role of the state and communal violence are also drawn by means of a brief examination of the circumstances in the Sikh ruled Princely state of Patiala. Patterns of urban migration are also explored, shedding new light on the motives behind places of resettlement. Again, a comparative history methodology is used. Finally, the role of refugee capital and labour in post-independence Indian and Pakistan Pubjabs are examined through the study of Ludhiana and Lyallpur. This approach represents the most sustained comparative examination of partition and its aftermath to date based on locality case studies.

The first aviation law was promulgated in 1784, just one year after the first successful balloon flight was made by the Montgolfier Brothers in 1783 . This was a decree by the Prefect of Police, Paris, forbidding balloon flights without police notice permits. This indicates the prompt response of law to the new invention. The first regulation for safety in aerial navigation was made by the Prefect of Seine in 1819, which prohibited the flights of the Montgolfiers (named after the pioneer flyers), required all balloons to be equipped with parachutes and forbade ascents until after the harvest time. [...]

This study examines transformational and transactional leadership behaviours of heads of schools/departments, and the individual level cultural dimensions idiocentrism-allocentrism, as perceived by academic staff in Australian and Pakistani universities. The principal research aim was to investigate the relationships between academics??? attributions concerning leadership behaviours of heads of schools/departments and cultural norms in a collectivistic and an individualistic culture. Samples of academic staff were randomly selected from Australian and Pakistani universities. The Australian sample consisted of 117 academics, and the Pakistani sample comprised 120 academics. Analysis was carried out using exploratory factor analysis, multiple regression analysis, and discriminant analysis. Within the context of the research, the results suggested that Australian and Pakistani university academics had similar attribution patterns for entities related to transformational, transactional, and passive leadership behaviours, and the cultural dimension allocentrism. The results also suggested that the academics of both samples did not differentiate between various transformational leadership behaviours, and perceived the transactional leadership behaviour contingent reward as part of the transformational leadership behaviour proactive leadership. Further, the academics of both samples perceived the transactional leadership behaviour passive management-by-exception and laissez-faire leadership as a single dimension, passive leadership. Analyses identified some critical relationships between perceived leadership behaviours of heads of schools/departments and idiocentrism-allocentrism variables for the two samples. The transformational leadership behaviour participative leadership was positively related to allocentrism and self-reliance for the Australian sample. The transactional leadership behaviour active management-by-exception was positively related to positive-competitiveness and negatively related to negative-competitiveness for the Pakistani sample. Passive leadership was negatively related to leadership outcomes for the Pakistani sample. Moreover, active management-by-exception and positive-competitiveness discriminated between the two samples. Leadership of schools/departments in universities has been found to be a multifaceted phenomenon. The research suggests that academics??? perceptions of leadership behaviours, cultural norms, and context have important implications for school/department leadership in universities.

This research applied Mezirow’s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A field study among minority Christian women attending a Bible school in Pakistan found that the transformative pedagogy contributed to the formational aspects of the theological education programme and helped to integrate the fragmented curriculum, and the separation of theology and spirituality. Students’ epistemological, theological, and personal assumptions were identified at the beginning of the course and changes in these assumptions tracked over the year of study. Five areas of formation, namely relationship with God, thinking theologically, communicating the gospel, relationships with others, and self-understanding, were identified as a way of assessing how changes in assumptions impacted on formational change. Transformation occurred over the range of assumptions and areas of formation. Students’ assumption change was found to be idiosyncratic, responding to the transformative environment created by the teachers, according to particular developmental and formational needs students had. Fostering reflective ability, and the inclusion of reflection activities, as well as mentoring, contributed to students’ formation in the use of transformative learning pedagogy. Transformative learning proved effective even among students with less developed cognitive ability. The South Asian earthquake of 2005 was a significant trigger event which impacted on student formation in developing care and concern, understanding ministry, theodicy, and in developing epistemological complexity. Implications for further research on the use of transformative learning in different theological education settings, and to compare changes over a longer term are also considered.

This research applied Mezirow’s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A field study among minority Christian women attending a Bible school in Pakistan found that the transformative pedagogy contributed to the formational aspects of the theological education programme and helped to integrate the fragmented curriculum, and the separation of theology and spirituality. Students’ epistemological, theological, and personal assumptions were identified at the beginning of the course and changes in these assumptions tracked over the year of study. Five areas of formation, namely relationship with God, thinking theologically, communicating the gospel, relationships with others, and self-understanding, were identified as a way of assessing how changes in assumptions impacted on formational change. Transformation occurred over the range of assumptions and areas of formation. Students’ assumption change was found to be idiosyncratic, responding to the transformative environment created by the teachers, according to particular developmental and formational needs students had. Fostering reflective ability, and the inclusion of reflection activities, as well as mentoring, contributed to students’ formation in the use of transformative learning pedagogy. Transformative learning proved effective even among students with less developed cognitive ability. The South Asian earthquake of 2005 was a significant trigger event which impacted on student formation in developing care and concern, understanding ministry, theodicy, and in developing epistemological complexity. Implications for further research on the use of transformative learning in different theological education settings, and to compare changes over a longer term are also considered.

This research applied Mezirow’s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A field study among minority Christian women attending a Bible school in Pakistan found that the transformative pedagogy contributed to the formational aspects of the theological education programme and helped to integrate the fragmented curriculum, and the separation of theology and spirituality. Students’ epistemological, theological, and personal assumptions were identified at the beginning of the course and changes in these assumptions tracked over the year of study. Five areas of formation, namely relationship with God, thinking theologically, communicating the gospel, relationships with others, and self-understanding, were identified as a way of assessing how changes in assumptions impacted on formational change. Transformation occurred over the range of assumptions and areas of formation. Students’ assumption change was found to be idiosyncratic, responding to the transformative environment created by the teachers, according to particular developmental and formational needs students had. Fostering reflective ability, and the inclusion of reflection activities, as well as mentoring, contributed to students’ formation in the use of transformative learning pedagogy. Transformative learning proved effective even among students with less developed cognitive ability. The South Asian earthquake of 2005 was a significant trigger event which impacted on student formation in developing care and concern, understanding ministry, theodicy, and in developing epistemological complexity. Implications for further research on the use of transformative learning in different theological education settings, and to compare changes over a longer term are also considered.

This research applied Mezirow’s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A field study among minority Christian women attending a Bible school in Pakistan found that the transformative pedagogy contributed to the formational aspects of the theological education programme and helped to integrate the fragmented curriculum, and the separation of theology and spirituality. Students’ epistemological, theological, and personal assumptions were identified at the beginning of the course and changes in these assumptions tracked over the year of study. Five areas of formation, namely relationship with God, thinking theologically, communicating the gospel, relationships with others, and self-understanding, were identified as a way of assessing how changes in assumptions impacted on formational change. Transformation occurred over the range of assumptions and areas of formation. Students’ assumption change was found to be idiosyncratic, responding to the transformative environment created by the teachers, according to particular developmental and formational needs students had. Fostering reflective ability, and the inclusion of reflection activities, as well as mentoring, contributed to students’ formation in the use of transformative learning pedagogy. Transformative learning proved effective even among students with less developed cognitive ability. The South Asian earthquake of 2005 was a significant trigger event which impacted on student formation in developing care and concern, understanding ministry, theodicy, and in developing epistemological complexity. Implications for further research on the use of transformative learning in different theological education settings, and to compare changes over a longer term are also considered.

Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, March 2005. / Thesis Advisor(s): Peter R.Lavoy. Includes bibliographical references (p. 93-101) Also available online.

Thesis--Syracuse University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [1-25] (3d group)).

Thesis (Ph. D.)--University of Stockholm, 1985. / Includes bibliographical references (p. 249-255).