Mass Mobilization in the Democratic Republic of Vietnam, 1945–1960

Immediately after its founding by Hồ Chí Minh in September 1945, the Democratic Republic of Vietnam (DRV) faced challenges from rival Vietnamese political organizations and from a France determined to rebuild her empire after the humiliations of WWII. Hồ, with strategic genius, courageous maneuver, and good fortune, was able to delay full-scale war with France for sixteen months in the northern half of the country. This was enough time for his Communist Party, under the cover of its Vietminh front organization, to neutralize domestic rivals and install the rough framework of an independent state. That fledgling state became a weapon of war when the DRV and France finally came to blows in Hanoi during December of 1946, marking the official beginning of the First Indochina War. With few economic resources at their disposal, Hồ and his comrades needed to mobilize an enormous and free contribution in manpower and rice from DRV-controlled regions. Extracting that contribution during the war’s early days was primarily a matter of patriotic exhortation. By the early 1950s, however, the infusion of weapons from the United States, the Soviet Union, and China had turned the Indochina conflict into a “total war.” Hunger, exhaustion, and violence, along with the conflict’s growing political complexity, challenged the DRV leaders’ mobilization efforts, forcing patriotic appeals to be supplemented with coercion and terror. This trend reached its revolutionary climax in late 1952 when Hồ, under strong pressure from Stalin and Mao, agreed to carry out radical land reform in DRV-controlled areas of northern Vietnam. The regime’s 1954 victory over the French at Điện Biên Phủ, the return of peace, and the division of the country into North and South did not slow this process of socialist transformation. Over the next six years (1954–1960), the DRV’s Communist leaders raced through land reform and agricultural collectivization with a relentless sense of urgency. Mass Mobilization in the Democratic Republic of Vietnam, 1945–1960 explores the way the exigencies of war, the dreams of Marxist-Leninist ideology, and the pressures of the Cold War environment combined with pride and patriotism to drive totalitarian state formation in northern Vietnam.Open Access publication of this book was made possible by the Sustainable History Monograph Pilot, an initiative sponsored by the Andrew W. Mellon Foundation

Institutional Differences in 16-19 GCE Advanced Level Education in England

The primary focus of this thesis is on whether there are any significant differences in the experiences of young people aged 16-19 studying GCE Advanced Level which result from whether they attend a school sixth form, sixth form college or tertiary college in England. The study uses quantitative and qualitative data to consider whether there are differences in examination achievement by young people or in their perception of their wider educational experience. The study also uses qualitative data on the views of senior staff in those institutions and of policy makers. The study is original in three respects: young people in the three different types of institution completed an identical questionnaire, and were interviewed on the same basis; an original analysis of value-added data for tertiary colleges, separated from general further education colleges; and the research makes use of the researcher’s extensive access to, and involvement in, contemporaneous 14-19 policy development. The study shows that educational policy development in England is undertaken within a complex educational, economic and political environment, and provides an overview of 16-19 provision and policy in the home nations and some European countries, together with a consideration of tripartism in education in England – both its historical origins and development, and its likely future direction. The main conclusion from the study is that there is little difference in the value-added to the examination performance of young people resulting from the type of institution they attend. The study also suggests that the young people, regardless of the institution they attend, are generally positive about their experience; however, students in school sixth forms are less positive about a number of aspects of that experience. As the research progressed, there were strengthening Ministerial steers towards tertiary tripartism – a strengthening of the divisions between academic, vocational and occupational learning

Identity preservation & traceability: the state of the art - from a grain perspective (status of agricultural quality systems / traceability / certification systems)

A descriptive paper on the state of identity preservation and traceability (IPT) as it relates domestically and internationally to food safety and economics. While not exhaustive, it is illustrative of trends. Identity preservation and traceability (IPT) are not new concepts; however, the growth of public and business interest and concerns regarding them has grown tremendously during the past decade due to many events, which has resulted in these concepts joining together within a single concept (with the same title). This paper, while attempting to be thorough, will highlight the major systems of IPT from a US business perspective. Before and during the research of this study many companies and organizations have been created, bought out, or simply gone out of business. Government and non-government organizations have changed regulations and how they have adapted to current world events. Thus the state of IPT will be a sampling of the major players that are in existence during the research. Several of the examples of IPT programs will be of situations that affect the US grain industry, however, other examples will be provided.;Scope of this work; to provide an introduction to, and summary of, identity preservation and traceability (IPT) systems and programs presently available, develop a conceptual model of IPT at the farmer level, and interpretation of the overall art.;The purpose of this research is to provide a sampling of government, industry, and company approaches towards identity preservation and traceability (IPT) systems from the 1990s to early 2007. From this the audience should gain a better understanding of the complexity of IPT systems, rules that it functions under, how IPT is shaped and modified; primary, support, and ancillary components, and the diverse reasons why IPT is critical for food safety and the market.;The format of this work starts with IPT history followed by the theory, design, and general components of IPT, examples of IPT programs and standards, examples of auditing and laboratory firms, chapters that discuss domestic/foreign policy and advisory groups, software providers, process facilitators, food recalls/insurance, cost-benefit spreadsheet that focuses on farm level IP for comparison, farmer IP questionnaire, interpretation, conclusion, and appendixes, related products guide, glossary, directory of resources, and works cited

Learning from HMI: the structure and functions of school inspectorate in China and proposals for its future development.

The thesis examines the functions and structure of the recently restored Chinese education inspection system, and proposes practical suggestions for its future development by adapting relevant experiences drawn from the practice of Her Majesty's Inspectorate in England. After analysing briefly the background of the restoration of the Chinese inspectorate and revealing its intention to learn from HMI, the thesis addresses the question: "How much can the Chinese inspectorate learn from HMI and how can those HMI experiences which are transferable be adapted in the light of the Chinese conditions"? To answer this question, the study looks first into HMI's functions and the ways of performing these functions, its relationships with various educational partners, and its organisational structure in historical as well as contemporary administrative perspectives. This section attempts not only to describe HMI's experiences but also to obtain a better understanding of the educational and administrative context which have a decisive influence on the operation of HMI. An analysis of these aspects in the Chinese context is then carried out, using mainly the author's own research findings. A considerable part of the thesis is devoted to discussing the feasibility of using HMI as a model. The differences and similarities between the two inspection systems as well as between the two educational administration systems, and other major factors including ideology of government, standards of economic development, and territory size have been identified and examined in order to decide the extent to which and the ways in which the Chinese inspectorate can benefit from learning from HMI. In the final part of the thesis, several important issues and shortcomings in the present Chinese inspection system are identified, based on the comparisons with HMI as well as on the field work findings. Practical proposals for the future development of the Chinese inspection systems are put forward. In addition, as the first substantial piece of research in English on the system of educational inspection in China, the thesis suggests some areas for further research

Land Tenure, Ecotourism, and Sustainable Livelihoods: 'Living on the Edge' of the Greater Maasai Mara, Kenya

Since its introduction into mainstream society two decades ago, ecotourism has become an international phenomenon. Claimed by its proponents to endorse ecologically, socially, and economically sustainable travel to natural areas, ecotourism is in many ways the conceptual fusion of conservation and development. Yet, despite the optimism often associated with the phenomenon, the question of the degree to which it actually contributes to development, however defined, has become a controversial issue. Theorists and practitioners hold a variety of opinions of ecotourism, ranging from cautious optimism (Honey 2008; Ross & Wall 1999) to outright rejection (Carrier & Macleod 2005; Wheeller 2003). Unfortunately, research shows that the poorest of the poor generally bear the burden of ecotourism initiatives without receiving an equitable share of the associated benefits (Stem et al. 2003; Western & Wright 1994). In response, a sustainable livelihoods approach is proposed as a practical means of understanding the complex livelihood strategies employed by indigenous populations. While tourism research has often focused on the economic impacts of ecotourism initiatives, current livelihoods discourse suggests that the poor draw on a wide range of assets and incorporate a variety of livelihood strategies, in their pursuit of economic gain (Ashley 2002; Ashley et al. 2001; Bebbington 1999; Bennett et al. 1999; Zoomers 1999). This discourse is especially timely for pastoral populations living adjacent to protected areas in Kenya. Recent changes in government policy have promoted the subdivision of land for private ownership (Homewood et al. 2009; Leserogol 2005; Lamprey & Reid 2004), an unexpected transformation that has led to the adoption of ecotourism as a sustainable livelihood strategy. Informed by development theory, tourism theory, and property rights theory, the purpose of this research was to examine the effect of different land tenure regimes on the distribution of benefits accrued from various ecotourism initiatives, and how those benefits impact the livelihoods of the pastoral Maasai living on the periphery of the Maasai Mara National Reserve. Culturally-appropriate, participatory research methods were combined with the Sustainable Livelihoods Framework to document an indigenous perspective on livelihood sustainability. By adapting the conceptual framework to include cultural and historical capital, it served as a lens for viewing and identifying the culturally embedded meaning associated with the recent privatisation of Maasai property. These changes include: significant increases in income generated from ecotourism initiatives, an increased desire to cultivate land, an enhanced capacity for participating in the decision-making process, and greater diversification in local livelihood strategies. However, the empirical evidence also demonstrated that changing property regimes have led to the increased sedentarisation of these semi-nomadic people, resulting in modifications to their pastoral culture, reductions in their herd sizes, and the occasional obstruction of wildlife migratory patterns through the construction of permanent fences

How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention

This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context.Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 202

How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention

This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context.Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 202

House journal, Wednesday, 1 Jan. 75.

Titles and imprints vary; Some volumes include miscellaneous state documents and reports; Rules of the House of Representative