Academic literature on the topic 'Nigeria, Eastern – Politics and government – 21st century'

Sir Francis Akanu Ibiam KCMG, KBE (1906-1995) was a distinguished medical missionary who was appointed Governor of Eastern Region, nigeria from December 1960 until January 1966 during the nigerian First Republic. From 1919 to 1951 he was known as Francis Ibiam, and from 1951 to 1967 as Sir Francis Ibiam. This article explores his profile; the profile of a man whose contribution as a medical doctor, a missionary doctor, an educationist, a statesman and a churchman is outstanding, hence inspiring to the new crop of leadership in Africa of the 21st century. Was he too emotional when conducting his political discourses? Did he make the right choices all along? Does his role in the Biafra War of 1967 with the government of nigeria smack of his main weakness as a public servant? nevertheless, he comes out in this article as one of the early pre-colonial professionals in Africa who had received a quality education during the dark days of African history, who had worked hard to remain relevant in their days; and who are indeed relevant in the 21st century. In Francis Ibiam, the article shows a decisive leader who chose to work for the church rather than the colonial government, thereby making a strong statement that the church can be developed into an alternative forum of progress, a kind of alternative government where the deprived can still find justice, a job and other lifetime comforts. Despite the article being greatly indebted to Agwu Kalu’s book, Dr ibiam: The challenge of his life (1986), it has also derived materials from the internet and other published works. Certainly, it is geared towards celebrating a leader who had a mission beyond ecclesia.

This paper aims to portray the overall picture of poverty in the world and mentions the key solution to overcome poverty from a critical perspective. The data and figures were quoted from a number of researchers and organizations in the field of poverty around the world. Simultaneously, the information strengthens the correlations among poverty and lack of education. Only appropriate philosophies of education can improve the country’s socio-economic conditions and contribute to effective solutions to worldwide poverty. In the 21st century, despite the rapid development of science and technology with a series of inventions brought into the world to make life more comfortable, human poverty remains a global problem, especially in developing countries. Poverty, according to Lister (2004), is reflected by the state of “low living standards and/or inability to participate fully in society because of lack of material resources” (p.7). The impact and serious consequences of poverty on multiple aspects of human life have been realized by different organizations and researchers from different contexts (Fraser, 2000; Lister, 2004; Lipman, 2004; Lister, 2008). This paper will indicate some of the concepts and research results on poverty. Figures and causes of poverty, and some solutions from education as a key breaker to poverty will also be discussed. Creating a universal definition of poverty is not simple (Nyasulu, 2010). There are conflicts among different groups of people defining poverty, based on different views and fields. Some writers, according to Nyasulu, tend to connect poverty with social problems, while others focus on political or other causes. However, the reality of poverty needs to be considered from different sides and ways; for that reason, the diversity of definitions assigned to poverty can help form the basis on which interventions are drawn (Ife and Tesoriero, 2006). For instance, in dealing with poverty issues, it is essential to intervene politically; economic intervention is very necessary to any definition of this matter. A political definition necessitates political interventions in dealing with poverty, and economic definitions inevitably lead to economic interventions. Similarly, Księżopolski (1999) uses several models to show the perspectives on poverty as marginal, motivation and socialist. These models look at poverty and solutions from different angles. Socialists, for example, emphasize the responsibilities of social organization. The state manages the micro levels and distributes the shares of national gross resources, at the same time fighting to maintain the narrow gap among classes. In his book, Księżopolski (1999) also emphasizes the changes and new values of charity funds or financial aid from churches or organizations recognized by the Poor Law. Speaking specifically, in the new stages poverty has been recognized differently, and support is also delivered in limited categories related to more specific and visible objectives, with the aim of helping the poor change their own status for sustainable improvement. Three ways of categorizing the poor and locating them in the appropriate places are (1) the powerless, (2) who is willing to work and (3) who is dodging work. Basically, poverty is determined not to belong to any specific cultures or politics; otherwise, it refers to the situation in which people’s earnings cannot support their minimum living standard (Rowntree, 1910). Human living standard is defined in Alfredsson & Eide’s work (1999) as follows: “Everyone has the right to a standard of living adequate for the health and well-being of himself and his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.” (p. 524). In addition, poverty is measured by Global Hunger Index (GHI), which is calculated by the International Food Policy Institute (IFPRI) every year. The GHI measures hunger not only globally, but also by country and region. To have the figures multi-dimensionally, the GHI is based on three indicators: 1. Undernourishment: the proportion of the undernourished as a percentage of the population (reflecting the share of the population with insufficient calorie intake). 2. Child underweight: the proportion of children under age 5 who are underweight (low weight for their age, reflecting wasting, stunted growth or both), which is one indicator of child under-nutrition. 3. Child mortality: the mortality rate of children under 5 (partially reflecting the fatal synergy of inadequate dietary intake and unhealthy environments). Apart from the individual aspects and the above measurement based on nutrition, which help partly imagine poverty, poverty is more complicated, not just being closely related to human physical life but badly affecting spiritual life. According to Jones and Novak (1999 cited in Lister, 2008), poverty not only characterizes the precarious financial situation but also makes people self-deprecating. Poverty turns itself into the roots of shame, guilt, humiliation and resistance. It leads the poor to the end of the road, and they will never call for help except in the worst situations. Education can help people escape poverty or make it worse. In fact, inequality in education has stolen opportunity for fighting poverty from people in many places around the world, in both developed and developing countries (Lipman, 2004). Lipman confirms: “Students need an education that instills a sense of hope and possibility that they can make a difference in their own family, school, and community and in the broader national and global community while it prepare them for multiple life choices.” (p.181) Bradshaw (2005) synthesizes five main causes of poverty: (1) individual deficiencies, (2) cultural belief systems that support subcultures of poverty, (3) economic, political and social distortions or discrimination, (4) geographical disparities and (5) cumulative and cyclical interdependencies. The researcher suggests the most appropriate solution corresponding with each cause. This reflects the diverse causes of poverty; otherwise, poverty easily happens because of social and political issues. From the literature review, it can be said that poverty comes from complex causes and reasons, and is not a problem of any single individual or country. Poverty has brought about serious consequences and needs to be dealt with by many methods and collective effort of many countries and organizations. This paper will focus on representing some alarming figures on poverty, problems of poverty and then the education as a key breaker to poverty. According to a statistics in 2012 on poverty from the United Nations Development Program (UNDP), nearly half the world's population lives below the poverty line, of which is less than $1.25 a day . In a statistics in 2015, of every 1,000 children, 93 do not live to age 5 , and about 448 million babies are stillborn each year . Poverty in the world is happening alarmingly. According to a World Bank study, the risk of poverty continues to increase on a global scale and, of the 2009 slowdown in economic growth, which led to higher prices for fuel and food, further pushed 53 million people into poverty in addition to almost 155 million in 2008. From 1990 to 2009, the average GHI in the world decreased by nearly one-fifth. Many countries had success in solving the problem of child nutrition; however, the mortality rate of children under 5 and the proportion of undernourished people are still high. From 2011 to 2013, the number of hungry people in the world was estimated at 842 million, down 17 percent compared with the period 1990 to 1992, according to a report released by the Food and Agriculture Organization of the United Nations (FAO) titled “The State of Food Insecurity in the World 2013” . Although poverty in some African countries had been improved in this stage, sub-Saharan Africa still maintained an area with high the highest percentage of hungry people in the world. The consequences and big problems resulting from poverty are terrible in the extreme. The following will illustrate the overall picture under the issues of health, unemployment, education and society and politics ➢ Health issues: According a report by Manos Unidas, a non- government organization (NGO) in Spain , poverty kills more than 30,000 children under age 5 worldwide every day, and 11 million children die each year because of poverty. Currently, 42 million people are living with HIV, 39 million of them in developing countries. The Manos Unidas report also shows that 15 million children globally have been orphaned because of AIDS. Scientists predict that by 2020 a number of African countries will have lost a quarter of their population to this disease. Simultaneously, chronic drought and lack of clean water have not only hindered economic development but also caused disastrous consequences of serious diseases across Africa. In fact, only 58 percent of Africans have access to clean water; as a result, the average life expectancy in Africa is the lowest in the world, just 45 years old (Bui, 2010). ➢ Unemployment issues: According to the United Nations, the youth unemployment rate in Africa is the highest in the world: 25.6 percent in the Middle East and North Africa. Unemployment with growth rates of 10 percent a year is one of the key issues causing poverty in African and negatively affecting programs and development plans. Total African debt amounts to $425 billion (Bui, 2010). In addition, joblessness caused by the global economic downturn pushed more than 140 million people in Asia into extreme poverty in 2009, the International Labor Organization (ILO) warned in a report titled The Fallout in Asia, prepared for the High-Level Regional Forum on Responding to the Economic Crisis in Asia and the Pacific, in Manila from Feb. 18 to 20, 2009 . Surprisingly, this situation also happens in developed countries. About 12.5 million people in the United Kingdom (accounting for 20 percent of the population) are living below the poverty line, and in 2005, 35 million people in the United States could not live without charity. At present, 620 million people in Asia are living on less than $1 per day; half of them are in India and China, two countries whose economies are considered to be growing. ➢ Education issues: Going to school is one of the basic needs of human beings, but poor people cannot achieve it. Globally, 130 million children do not attend school, 55 percent of them girls, and 82 million children have lost their childhoods by marrying too soon (Bui, 2010). Similarly, two-thirds of the 759 million illiterate people in total are women. Specifically, the illiteracy rate in Africa keeps increasing, accounting for about 40 percent of the African population at age 15 and over 50 percent of women at age 25. The number of illiterate people in the six countries with the highest number of illiterate people in the world - China, India, Indonesia, Brazil, Bangladesh and Egypt - reached 510 million, accounting for 70 percent of total global illiteracy. ➢ Social and political issues: Poverty leads to a number of social problems and instability in political systems of countries around the world. Actually, 246 million children are underage labors, including 72 million under age 10. Simultaneously, according to an estimate by the United Nations (UN), about 100 million children worldwide are living on the streets. For years, Africa has suffered a chronic refugee problem, with more than 7 million refugees currently and over 200 million people without homes because of a series of internal conflicts and civil wars. Poverty threatens stability and development; it also directly influences human development. Solving the problems caused by poverty takes a lot of time and resources, but afterward they can focus on developing their societies. Poverty has become a global issue with political significance of particular importance. It is a potential cause of political and social instability, even leading to violence and war not only within a country, but also in the whole world. Poverty and injustice together have raised fierce conflicts in international relations; if these conflicts are not satisfactorily resolved by peaceful means, war will inevitably break out. Obviously, poverty plus lack of understanding lead to disastrous consequences such as population growth, depletion of water resources, energy scarcity, pollution, food shortages and serious diseases (especially HIV/AIDS), which are not easy to control; simultaneously, poverty plus injustice will cause international crimes such as terrorism, drug and human trafficking, and money laundering. Among recognizable four issues above which reflected the serious consequences of poverty, the third ones, education, if being prioritized in intervention over other issues in the fighting against poverty is believed to bring more effectiveness in resolving the problems from the roots. In fact, human being with the possibility of being educated resulted from their distinctive linguistic ability makes them differential from other beings species on the earth (Barrow and Woods 2006, p.22). With education, human can be aware and more critical with their situations, they are aimed with abilities to deal with social problems as well as adversity for a better life; however, inequality in education has stolen opportunity for fighting poverty from unprivileged people (Lipman, 2004). An appropriate education can help increase chances for human to deal with all of the issues related to poverty; simultaneously it can narrow the unexpected side-effect of making poverty worse. A number of philosophies from ancient Greek to contemporary era focus on the aspect of education with their own epistemology, for example, idealism of Plato encouraged students to be truth seekers and pragmatism of Dewey enhanced the individual needs of students (Gutex, 1997). Education, more later on, especially critical pedagogy focuses on developing people independently and critically which is essential for poor people to have ability of being aware of what they are facing and then to have equivalent solutions for their problems. In other words, critical pedagogy helps people emancipate themselves and from that they can contribute to transform the situations or society they live in. In this sense, in his most influential work titled “Pedagogy of the Oppressed” (1972), Paulo Freire carried out his critical pedagogy by building up a community network of peasants- the marginalized and unprivileged party in his context, aiming at awakening their awareness about who they are and their roles in society at that time. To do so, he involved the peasants into a problem-posing education which was different from the traditional model of banking education with the technique of dialogue. Dialogue wasn’t just simply for people to learn about each other; but it was for figuring out the same voice; more importantly, for cooperation to build a social network for changing society. The peasants in such an educational community would be relieved from stressfulness and the feeling of being outsiders when all of them could discuss and exchange ideas with each other about the issues from their “praxis”. Praxis which was derived from what people act and linked to some values in their social lives, was defined by Freire as “reflection and action upon the world in order to transform it” (p.50). Critical pedagogy dialogical approach in Pedagogy of the Oppressed of Freire seems to be one of the helpful ways for solving poverty for its close connection to the nature of equality. It doesn’t require any highly intellectual teachers who lead the process; instead, everything happens naturally and the answers are identified by the emancipation of the learners themselves. It can be said that the effectiveness of this pedagogy for people to escape poverty comes from its direct impact on human critical consciousness; from that, learners would be fully aware of their current situations and self- figure out the appropriate solutions for their own. In addition, equality which was one of the essences making learners in critical pedagogy intellectually emancipate was reflected via the work titled “The Ignorant Schoolmaster” by Jacques Rancière (1991). In this work, the teacher and students seemed to be equal in terms of the knowledge. The explicator- teacher Joseph Jacotot employed the interrogative approach which was discovered to be universal because “he taught what he didn’t know”. Obviously, this teacher taught French to Flemish students while he couldn’t speak his students’ language. The ignorance which was not used in the literal sense but a metaphor showed that learners can absolutely realize their capacity for self-emancipation without the traditional teaching of transmission of knowledge from teachers. Regarding this, Rancière (1991, p.17) stated “that every common person might conceive his human dignity, take the measure of his intellectual capacity, and decide how to use it”. This education is so meaningful for poor people by being able to evoking their courageousness to develop themselves when they always try to stay away from the community due the fact that poverty is the roots of shame, guilt, humiliation and resistance (Novak, 1999). The contribution of critical pedagogy to solving poverty by changing the consciousness of people from their immanence is summarized by Freire’s argument in his “Pedagogy of Indignation” as follows: “It is certain that men and women can change the world for the better, can make it less unjust, but they can do so from starting point of concrete reality they “come upon” in their generation. They cannot do it on the basis of reveries, false dreams, or pure illusion”. (p.31) To sum up, education could be an extremely helpful way of solving poverty regarding the possibilities from the applications of studies in critical pedagogy for educational and social issues. Therefore, among the world issues, poverty could be possibly resolved in accordance with the indigenous people’s understanding of their praxis, their actions, cognitive transformation, and the solutions with emancipation in terms of the following keynotes: First, because the poor are powerless, they usually fall into the states of self-deprecation, shame, guilt and humiliation, as previously mentioned. In other words, they usually build a barrier between themselves and society, or they resist changing their status. Therefore, approaching them is not a simple matter; it requires much time and the contributions of psychologists and sociologists in learning about their aspirations, as well as evoking and nurturing the will and capacities of individuals, then providing people with chances to carry out their own potential for overcoming obstacles in life. Second, poverty happens easily in remote areas not endowed with favorable conditions for development. People there haven’t had a lot of access to modern civilization; nor do they earn a lot of money for a better life. Low literacy, together with the lack of healthy forms of entertainment and despair about life without exit, easily lead people into drug addiction, gambling and alcoholism. In other words, the vicious circle of poverty and powerlessness usually leads the poor to a dead end. Above all, they are lonely and need to be listened to, shared with and led to escape from their states. Community meetings for exchanging ideas, communicating and immediate intervening, along with appropriate forms of entertainment, should be held frequently to meet the expectations of the poor, direct them to appropriate jobs and, step by step, change their favorite habits of entertainment. Last but not least, poor people should be encouraged to participate in social forums where they can both raise their voices about their situations and make valuable suggestions for dealing with their poverty. Children from poor families should be completely exempted from school fees to encourage them to go to school, and curriculum should also focus on raising community awareness of poverty issues through extracurricular and volunteer activities, such as meeting and talking with the community, helping poor people with odd jobs, or simply spending time listening to them. Not a matter of any individual country, poverty has become a major problem, a threat to the survival, stability and development of the world and humanity. Globalization has become a bridge linking countries; for that reason, instability in any country can directly and deeply affect the stability of others. The international community has been joining hands to solve poverty; many anti-poverty organizations, including FAO (Food and Agriculture Organization), BecA (the Biosciences eastern and central Africa), UN-REDD (the United Nations Programme on Reducing Emissions from Deforestation and Forest Degradation), BRAC (Building Resources Across Communities), UNDP (United Nations Development Programme), WHO (World Health Organization) and Manos Unidas, operate both regionally and internationally, making some achievements by reducing the number of hungry people, estimated 842 million in the period 1990 to 1992, by 17 percent in 2011- to 2013 . The diverse methods used to deal with poverty have invested billions of dollars in education, health and healing. The Millennium Development Goals set by UNDP put forward eight solutions for addressing issues related to poverty holistically: 1) Eradicate extreme poverty and hunger. 2) Achieve universal primary education. 3) Promote gender equality and empower women. 4) Reduce child mortality. 5) Improve maternal health. 6) Combat HIV/AIDS, malaria and other diseases. 7) Ensure environmental sustainability. 8) Develop a global partnership for development. Although all of the mentioned solutions carried out directly by countries and organizations not only focus on the roots of poverty but break its circle, it is recognized that the solutions do not emphasize the role of the poor themselves which a critical pedagogy does. More than anyone, the poor should have a sense of their poverty so that they can become responsible for their own fate and actively fight poverty instead of waiting for help. It is not different from the cores of critical theory in solving educational and political issues that the poor should be aware and conscious about their situation and reflected context. It is required a critical transformation from their own praxis which would allow them to go through a process of learning, sharing, solving problems, and leading to social movements. This is similar to the method of giving poor people fish hooks rather than giving them fish. The government and people of any country understand better than anyone else clearly the strengths and characteristics of their homelands. It follows that they can efficiently contribute to causing poverty, preventing the return of poverty, and solving consequences of the poverty in their countries by many ways, especially a critical pedagogy; and indirectly narrow the scale of poverty in the world. In a word, the wars against poverty take time, money, energy and human resources, and they are absolutely not simple to end. Again, the poor and the challenged should be educated to be fully aware of their situation to that they can overcome poverty themselves. They need to be respected and receive sharing from the community. All forms of discrimination should be condemned and excluded from human society. When whole communities join hands in solving this universal problem, the endless circle of poverty can be addressed definitely someday. More importantly, every country should be responsible for finding appropriate ways to overcome poverty before receiving supports from other countries as well as the poor self-conscious responsibilities about themselves before receiving supports from the others, but the methods leading them to emancipation for their own transformation and later the social change.

Area Studies and Study Abroad in the 21st Century 
 The future now belongs to societies that organize themselves for learning. 
 - Ray Marshall and Marc Tucker, Thinking for a Living, xiii 
 Few today would argue with the conviction that nearly every phase of our daily lives is shaped and informed by global societies, corporations, events and ideas. More than ever before, it is possible to claim that we are increasingly aware of the dynamic power and penetrating effects of global flows on information, technology, the sciences, the arts, the humanities, and languages. Borderless, spaceless and timeless, such sources of knowledge, it appears, are effortlessly digested and disseminated without clocks, calendars, or physical limitations. It is, of course, a mistake to believe that packages of “instant” knowledge that appear to wing their way at megahertz speeds in and through our earthly lives account for all or nearly all that there is to know—or, more importantly, to learn—about our communities, regions and the globe itself. 
 On the contrary: the “knowing” about how to live, to work, to prosper, or to understand ourselves and those around us is not what educators mean when they speak of intellectual achievement and practical understanding. It is the “learning” about us, our societies and our global knowledge that lies at the heart of the international educator’s life work, and it is the learning that is the most controversial aspect of education. The act of “learning,” in fact, is less objective and more subjective, is less passive and more active, and is less superficial and more profound in each of our lives. By definition, a responsible learner is one who takes on the intellectual challenge and the social and personal obligation to leave this globe a better place for those who follow, who assumes the life work of influencing the lives of others, and who is committed to making the best of every opportunity both within the reach and beyond the vision of the mind’s eye. 
 Study abroad has traditionally been viewed as a time of seeing and viewing, however passively, the differences and similarities of other peoples, societies and cultures. The period of knowing about what others do or say can occur at any time during one’s life; however, the “knowing” of studying abroad is accomplished in the college years prior to the accumulated knowledge about practical learning and living. In this respect, study abroad has been seen as an experience which may or may not invest the students in greater or lesser insights about the peoples, societies or cultures around them. Further, when study abroad is bound up with travel or movement from place to place, it can become a passive act, so much so that travel rather than learning becomes the goal of the study abroad experience. Simply put, the more that one travels, the more, it is argued, one learns. Furthermore, while seen as desirable for “classroom learning,” some would say that no amount of academic preparation appears to be useful in the enterprise of the travel experience, since so many experiences are unpredictable, individualized and, in some cases, arbitrary. 
 From the perspective of study abroad, it might be said that the gods of area studies no longer completely fulfill our students’ needs, while the gods of global studies have not yet fulfilled their promises. Janus-like, international educators look in one direction at a still highly intense and valued picture of local cultures and identities, and in another direction toward an increasingly common culture, economy and society. The former appears to celebrate the differences and “uncommonness” of the human experience while the latter smoothes over the differences to underscore the commonalities and sameness of our contemporary world. The choice appears to be between the particular and the universal, the local and the global. 
 Academic preparations, such as area studies programs, appear to be unnecessary for the individualized forms of learning, such as study abroad. Indeed, since an area studies preparation may raise or strengthen stereotypical perceptions of the overseas peoples, societies and cultures, it has been argued that it best be left aside. In this context, students are viewed as a tabula rasa on which new discoveries from living and studying overseas leave an imprint or impression. It seems that sending as many students as possible in as many directions as possible has become the dominant study abroad objective. Thus, “whole world” presentations and documentation often rely on the “other” as the learning objective with little or no attempt to discriminate or distinguish the levels of learning that such “whole world” immersion entails. In recent times, additional concerns about liability, health, safety and comfort levels have been added to the “pre-departure” orientations and training programs. The “student as self-learner” continues to be viewed and treated as a “customer knowledge-consumer” within both U.S. private and public colleges and universities. In the age of “globalization,” it is the conviction of the editors of Frontiers that knowledge consumption is only a small aspect of the 21st century international educators’ arsenal. More importantly, it will be argued in this special issue on area studies and Study Abroad that the intellectual development of the U.S. undergraduate needs to be enhanced with skills of self-learning and transdisciplinary perspectives on local and regional cultures and languages. 
 The authors contributing to this special thematic issue of Frontiers have been asked to bring their state-of-the-art thinking on area studies to bear on the key question confronting study abroad: How does specialized understanding of geographical and cultural areas of the world enhance and strengthen undergraduate learning on and beyond our campuses? In other words, in what ways do area studies inform overseas learning through the activity of study abroad? The variety of responses demonstrates two principal ways in which area studies has begun to reformulate its goals and strategies. First, area studies reaffirms a commitment to local and regional comprehensive research and teaching, and redefines its mission in terms of the need to come to grips with local knowledge and specific social and cultural practices within a globalized world. Second, area studies specialists question long-held definitions of concepts, including those of “geographical area” and “globalization,” in order to maximize contributions to U.S. undergraduate learning. 
 David Ludden begins our issue with a review of the Social Science Research Council and the Ford Foundation’s understanding of the transition in area studies from the Sputnik era to the globalization era. Ludden notes the faculty dilemma in working in an “area.” He points out the political interests of the Cold War for public funding of such specialized academic skills, skills which, whether funded by the government or not, were and continue to be defined by the scholar first and then by finances. Drawing on his own experience at the South Asia Institute at the University of Pennsylvania, Ludden takes the reader through the intellectual rationale for area studies, and how that rationale is being redefined in favor of stronger area studies in the present globalization era. Gregory Kulacki’s study of China and the Chinese experience points accurately to one approach to defining area studies; that is, in terms of the peoples and cultures studied. In a sense, Kulacki makes it clear that Chinese studies is “legitimate” and has authority as long as it reflects the Chinese themselves, their experiences and lives. Ann Curthoys, on the other hand, notes the growing importance of defining Australians and Australian studies not only in terms of the changing experiences of contemporary Australia, but also in terms of the demands of non-Australians, who ask for more precision in defining Australians, their history, society and cultures. 
 Richard Beach and George Sherman take on a more difficult matter, at least from the viewpoint of U.S. faculty and students. Canada is rarely seen as a study abroad site for U.S. students, not only because of its geographical position but also for its cultural and historical proximity. The overall U.S. view, albeit unflattering, is that Canada and Canadians are very much like the U.S. and Americans, so why study in Canada? Beach and Sherman argue that history, languages, and borders do make a difference, both physically as well as culturally. Using the argument of the previous area studies specialists, they are interested in the ways that Canadians have shaped and informed their cultural and social identities in the teeth of U.S. economic and political domination in the region. The implications of globalization are, perhaps, more immediately evident in the Canadian case than in any other world region. U.S. students would do well to observe the processes of adaptation and acculturation first-hand by studying and living in Canada. James Petras gives us a broader vista of regional adaptation to the economic and political forces of globalization with his essay on Latin America. Indeed, Latin America has a dynamic similar to that of Canada due to its physical, cultural and historical proximity to the U.S. It would be a mistake to see Latin America only in terms of the north-south regional dynamics, since Europe, Asia and Africa have also shaped both past and present structures and institutions within that region in ways far more dramatic than has the United States. Study abroad, Petras reminds us, is an excellent way of learning directly about Latin American societies, cultures and politics from Latin Americans themselves, a learning that may be widely different from the official U.S. diplomatic and corporate perspectives. Finally, the very familiar world regions, such as England, offer in some cases more challenges to the U.S. undergraduate than might be expected. Jane Edwards looks at Britain and all that U.S. students may or may not know about that culture and society. The study of Britain lends itself, Edwards argues, to more than the usual challenges, due to the preconceived notions that U.S. students bring with them to, say, London. Understanding the “European-ness” of Britain and its historic relationship with continental Western Europe will justify the need to see Britain as less familiar and more complex, thus necessitating the need to study, visit and live in parts of Britain and Western Europe. In this case, the area does define the country, its identity and culture in a historical interplay of social, cultural and economic forces. David Lloyd, Philip Khoury and Russell Bova invite the reader to return to large regional perspectives through African, Middle Eastern and Russian area studies. David Lloyd presents an analysis of the broad and immediate contexts of African studies. While recognizing the difficulty of establishing consistently causal links between African studies and study abroad in Africa, he delineates the significance of local, experience-based study for the development of collaborative African studies research. Lloyd argues that the benefits of study abroad in Africa to African studies belie the relatively small number of students involved. Further, assessment for funding and other purposes needs to utilize criteria that take into account the challenges of on-site study in Africa and the depth of post-study abroad participation not just in African studies per se, but in other related areas as well. Considering the recent past of Middle East studies, Philip Khoury charts its response to post-Cold War criticism. He illustrates new directions the field is taking towards including different geographic areas, and new emphasis in organizational priorities, noting the importance of funding for providing first-hand contact for students in Middle Eastern studies with scholars from the Middle East. Khoury assesses the impact of recent historical and political events in the area on Middle Eastern studies, and looks toward more inclusive research efforts. 
 Russell Bova examines another region that has undergone considerable political, social and economic change in the 20th century. Having moved from empire to soviet socialist states and now to a confederation of nation states, Russia and, naturally, Russian area studies, offer an excellent example of local and regional complexities both in the nomenclature of the region and in the changes in Russian studies programs. Bova illustrates the need to understand the specific dynamics of local communities in their relationship to larger administrative units such as provinces, states and national capitals. In referring to the “double transition” of contemporary Russia, Bova reminds us that globalization is both a grass roots and elite process with many unlikely “bedfellows” that is also changing more rapidly each decade than had been the case fifty years ago. 
 Finally, Richard Falk and Nancy Kanach collaborate to discuss the ways in which globalization and study abroad are emerging in the post-Cold War period. The sudden shifts of economic and political power make our world more fragile and more difficult to comprehend without considering the “computer gap” that is rapidly leaving whole communities and even nations in a more uneven relationship with the power brokers than ever before. The need to reflect with care and precision through area studies is complemented by the additional pressing need to study, see and learn outside of the U.S. Globalization means promoting study abroad and reaffirming the strengths of local and regional studies. 
 Taken together, these essays invite international educators to reconsider notions of learning before, during and after study abroad. The writers view study abroad as an opportunity for social and intellectual engagement with other peoples and with oneself. The essays point to a variety of ways of intellectually preparing our students for their initial encounters with sets of real-life global experiences. Reflecting on such engagement and encounters allows students to begin to formulate, with increasing sophistication, specific and general concepts about individual differences, local and regional commonalities, and the global transformations of our present era. In light of the current area studies debates, we might also reconsider approaches to pre-departure preparations, create onsite projects, and reorganize the overseas curricula of study abroad programs themselves. In particular, students can continue to benefit from area and global studies programs back on the home campus upon their return, where they can enter effectively into scholarly debates and continue the learning and personal growth that began while they were abroad. 
 Frontiers welcomes comments and suggestions for future special issues. We see ourselves and our field of international education in greater need of close cooperation with our faculty colleagues both in terms of defining the work of international learning, and in terms of formulating and designing international or global programs. We thus invite our readers to see Frontiers as a forum for such academic exchanges, and promise that Frontiers will respond to articles, essays, book reviews and reviews of resources for study abroad with collegial interest and enthusiasm. 
 We wish to thank especially Brian Whalen, Rhoda Borcherding and our other colleagues on the Editorial Board for their support, encouragement and assistance in completing this special issue. We are particularly pleased with the authors and their willingness to listen to our requests and comments. 
 Thomas Ricks, Villanova University Katharine Krebs, SUNY Binghamton Michael Monahan, Macalester College 
 Suggestions for Further Reading 
 Altbach, Philip G. and Patti McGill Peterson, eds. Higher Education in the 21st Century: Global Challenge and National Response. IIE Research Report Number 29. Annapolis, MD: IIE Books, 1999. 
 This slim volume focuses on principal topics for colleges and universities to consider both locally and globally. Philip Altbach and Todd Davis set the tone of the volume with their “notes for an international dialogue on higher education.” Stressing the need for practical education, the authors also raise issues about the role of technology, the increase in “internationally mobile students,” the global role of graduate education, privatization of higher education, committed faculty and the threats of “managerialized” universities. The eight responses to the opening themes address specific issues for China, India, Africa and South Africa, Latin America, Japan and Europe. The work is a very good discussion text for international educators and their area studies faculty colleagues, and also provides a theoretical basis for the design and development of overseas programs. 
 Stephen R. Graubard, ed. “Education Yesterday, Education Tomorrow.” Daedalus. Vol. 127, No. 4 (Fall, 1998). 
 The eleven authors of this issue of the Journal of the American Academy of Arts and Sciences build off the Fall 1995 issue of Daedalus and its topic of “American Education: Still Separate, Still Unequal.” While neither accepting nor rejecting the thrust of A Nation at Risk, the authors look both at what has occurred over the past three decades, and at what is on the horizon for the next decade. In stressing reforms of systems and innovative ways of learning, the authors’ discussions invite the international educator to address a variety of ways in which students learn and to challenge the system in which they thrive. 
 WWW. NAFSA.ORG/SECUSSA.WHYSTUDY 
 In 1989, NAFSA and COUNCIL created the Whole World Committee (WWC). Initially chaired by John Sommers and now chaired by Mick Vandenberg, the WWC set out to find ways by which U.S. students could and would choose non-European overseas sites for a semester of study and learning. One of the tasks that the WWC accomplished was the creation of four area study essays on Africa, Asia, South America and the Middle East. Each essay, entitled “Why Study in …,” addresses basic fears and stereotyping of the non-European world regions. The essays then focus on benefits, health and safety, “getting started,” housing, and practical learning in each of these regions. In newly-attached longer versions, the essays also have a bibliography and more informative texts. The shorter versions were published serially in Transitions Abroad. NAFSA has added two additional important essays to this website, on “Class and Study Abroad” and “An African-American in South Africa.” Overall, the readers of Frontiers will be well-advised to access the articles at the website and consider using all the essays in their pre-departure orientation training, faculty area studies discussion groups, and in welcome-back sessions for returning students. 
 Richard Falk. Predatory Globalization: A Critique. Cambridge, UK: Polity Press, 1999. 
 The thesis of Richard Falk’s critique is that “predatory globalization’ has eroded, if not altogether broken, the former social contract that was forged between state and society during the last century or so” (p. 3). The breaking of that contract resulted from the state’s “deference to the discipline of global capital” and the neglect of the common good. Falk argues that only the “massing of strong transnational social pressures on the states of the world could alter the political equation to the point where the state could sufficiently recover its autonomy in relation to the world economy.” He demonstrates the emergence of a new kind of transnational politics referred to as “globalization-from-below.” In restoring “global civil society,” this new politics will need to move forward with the project of cosmopolitan democracy, including the protection of human rights. For the international educator, creating overseas programs that allow for a better understanding of the interconnectedness of regional and global levels is an admirable goal. More important, however, are those programs that offer 
 U.S. undergraduates insights into “world order priorities” such as global poverty, protection of the planet, the sources of transnational violence, and “responsible sovereignty” in ways rarely found in traditional classroom learning on our campuses. 
 Mark Tessler, Jodi Nachtwey and Anne Banda. Eds. Area Studies and Social Science: Strategies for Understanding Middle East Politics. Bloomington and Indianapolis, IN: Indiana University Press, 1999. 
 This edited work addresses a wide range of issues involved in the “rational choice” versus area studies debate that is so well elucidated by David Ludden in the opening article of our special issue. Looking at the “area studies controversy” from the perspective of political scientists, the editors’ Introduction underscores questions that we international educators need to address ourselves. It is valuable to wonder about the “uses and abuses” of area studies in planning our overseas programs, or discussing the “internationalization” of our curricula. It is also critical to understand the Eurocentric and overly-simplistic approaches of the social science “rational choice” models. While agreeing that both area studies and the social science theories and methodologies are necessary for a global understanding, the present work places such questions within the context of the Middle East as a stimulus and a model for increasing the value of research about any country or region.

Unconventional energy sources have become increasingly important to the global energy mix. These include coal seam gas, shale gas and shale oil. The unconventional gas industry was pioneered in the United States and embraced following the first oil shock in 1973 (Rogers). As has been the case with many global resources (Hiscock), many of the same companies that worked in the USA carried their experience in this industry to early Australian explorations. Recently the USA has secured significant energy security with the development of unconventional energy deposits such as the Marcellus shale gas and the Bakken shale oil (Dobb; McGraw). But this has not come without environmental impact, including contamination to underground water supply (Osborn, Vengosh, Warner, Jackson) and potential greenhouse gas contributions (Howarth, Santoro, Ingraffea; McKenna). The environmental impact of unconventional gas extraction has raised serious public concern about the introduction and growth of the industry in Australia. In coal rich Australia coal seam gas is currently the major source of unconventional gas. Large gas deposits have been found in prime agricultural land along eastern Australia, such as the Liverpool Plains in New South Wales and the Darling Downs in Queensland. Competing land-uses and a series of environmental incidents from the coal seam gas industry have warranted major protest from a coalition of environmentalists and farmers (Berry; McLeish). Conflict between energy companies wanting development and environmentalists warning precaution is an easy script to cast for frontline media coverage. But historical perspectives are often missing in these contemporary debates. While coal mining and natural gas have often received “boosting” historical coverage (Diamond; Wilkinson), and although historical themes of “development” and “rushes” remain predominant when observing the span of the industry (AGA; Blainey), the history of unconventional gas, particularly the history of its environmental impact, has been little studied. Few people are aware, for example, that the first shale gas exploratory well was completed in late 2010 in the Cooper Basin in Central Australia (Molan) and is considered as a “new” frontier in Australian unconventional gas. Moreover many people are unaware that the first coal seam gas wells were completed in 1976 in Queensland. The first four wells offer an important moment for reflection in light of the industry’s recent move into Central Australia. By locating and analysing the first four coal seam gas wells, this essay identifies the roots of the unconventional gas industry in Australia and explores the early environmental impact of these wells. By analysing exploration reports that have been placed online by the Queensland Department of Natural Resources and Mines through the lens of environmental history, the dominant developmental narrative of this industry can also be scrutinised. These narratives often place more significance on economic and national benefits while displacing the environmental and social impacts of the industry (Connor, Higginbotham, Freeman, Albrecht; Duus; McEachern; Trigger). This essay therefore seeks to bring an environmental insight into early unconventional gas mining in Australia. As the author, I am concerned that nearly four decades on and it seems that no one has heeded the warning gleaned from these early wells and early exploration reports, as gas exploration in Australia continues under little scrutiny. Arrival The first four unconventional gas wells in Australia appear at the beginning of the industry world-wide (Schraufnagel, McBane, and Kuuskraa; McClanahan). The wells were explored by Houston Oils and Minerals—a company that entered the Australian mining scene by sharing a mining prospect with International Australian Energy Company (Wiltshire). The International Australian Energy Company was owned by Black Giant Oil Company in the US, which in turn was owned by International Royalty and Oil Company also based in the US. The Texan oilman Robert Kanton held a sixteen percent share in the latter. Kanton had an idea that the Mimosa Syncline in the south-eastern Bowen Basin was a gas trap waiting to be exploited. To test the theory he needed capital. Kanton presented the idea to Houston Oil and Minerals which had the financial backing to take the risk. Shotover No. 1 was drilled by Houston Oil and Minerals thirty miles south-east of the coal mining town of Blackwater. By late August 1975 it was drilled to 2,717 metres, discovered to have little gas, spudded, and, after a spend of $610,000, abandoned. The data from the Shotover well showed that the porosity of the rocks in the area was not a trap, and the Mimosa Syncline was therefore downgraded as a possible hydrocarbon location. There was, however, a small amount of gas found in the coal seams (Benbow 16). The well had passed through the huge coal seams of both the Bowen and Surat basins—important basins for the future of both the coal and gas industries. Mining Concepts In 1975, while Houston Oil and Minerals was drilling the Shotover well, US Steel and the US Bureau of Mines used hydraulic fracture, a technique already used in the petroleum industry, to drill vertical surface wells to drain gas from a coal seam (Methane Drainage Taskforce 102). They were able to remove gas from the coal seam before it was mined and sold enough to make a profit. With the well data from the Shotover well in Australia compiled, Houston returned to the US to research the possibility of harvesting methane in Australia. As the company saw it, methane drainage was “a novel exploitation concept” and the methane in the Bowen Basin was an “enormous hydrocarbon resource” (Wiltshire 7). The Shotover well passed through a section of the German Creek Coal measures and this became their next target. In September 1976 the Shotover well was re-opened and plugged at 1499 meters to become Australia’s first exploratory unconventional gas well. By the end of the month the rig was released and gas production tested. At one point an employee on the drilling operation observed a gas flame “the size of a 44 gal drum” (HOMA, “Shotover # 1” 9). But apart from the brief show, no gas flowed. And yet, Houston Oil and Minerals was not deterred, as they had already taken out other leases for further prospecting (Wiltshire 4). Only a week after the Shotover well had failed, Houston moved the methane search south-east to an area five miles north of the Moura township. Houston Oil and Minerals had researched the coal exploration seismic surveys of the area that were conducted in 1969, 1972, and 1973 to choose the location. Over the next two months in late 1976, two new wells—Kinma No.1 and Carra No.1—were drilled within a mile from each other and completed as gas wells. Houston Oil and Minerals also purchased the old oil exploration well Moura No. 1 from the Queensland Government and completed it as a suspended gas well. The company must have mined the Department of Mines archive to find Moura No.1, as the previous exploration report from 1969 noted methane given off from the coal seams (Sell). By December 1976 Houston Oil and Minerals had three gas wells in the vicinity of each other and by early 1977 testing had occurred. The results were disappointing with minimal gas flow at Kinma and Carra, but Moura showed a little more promise. Here, the drillers were able to convert their Fairbanks-Morse engine driving the pump from an engine run on LPG to one run on methane produced from the well (Porter, “Moura # 1”). Drink This? Although there was not much gas to find in the test production phase, there was a lot of water. The exploration reports produced by the company are incomplete (indeed no report was available for the Shotover well), but the information available shows that a large amount of water was extracted before gas started to flow (Porter, “Carra # 1”; Porter, “Moura # 1”; Porter, “Kinma # 1”). As Porter’s reports outline, prior to gas flowing, the water produced at Carra, Kinma and Moura totalled 37,600 litres, 11,900 and 2,900 respectively. It should be noted that the method used to test the amount of water was not continuous and these amounts were not the full amount of water produced; also, upon gas coming to the surface some of the wells continued to produce water. In short, before any gas flowed at the first unconventional gas wells in Australia at least 50,000 litres of water were taken from underground. Results show that the water was not ready to drink (Mathers, “Moura # 1”; Mathers, “Appendix 1”; HOMA, “Miscellaneous Pages” 21-24). The water had total dissolved solids (minerals) well over the average set by the authorities (WHO; Apps Laboratories; NHMRC; QDAFF). The well at Kinma recorded the highest levels, almost two and a half times the unacceptable standard. On average the water from the Moura well was of reasonable standard, possibly because some water was extracted from the well when it was originally sunk in 1969; but the water from Kinma and Carra was very poor quality, not good enough for crops, stock or to be let run into creeks. The biggest issue was the sodium concentration; all wells had very high salt levels. Kinma and Carra were four and two times the maximum standard respectively. In short, there was a substantial amount of poor quality water produced from drilling and testing the three wells. Fracking Australia Hydraulic fracturing is an artificial process that can encourage more gas to flow to the surface (McGraw; Fischetti; Senate). Prior to the testing phase at the Moura field, well data was sent to the Chemical Research and Development Department at Halliburton in Oklahoma, to examine the ability to fracture the coal and shale in the Australian wells. Halliburton was the founding father of hydraulic fracture. In Oklahoma on 17 March 1949, operating under an exclusive license from Standard Oil, this company conducted the first ever hydraulic fracture of an oil well (Montgomery and Smith). To come up with a program of hydraulic fracturing for the Australian field, Halliburton went back to the laboratory. They bonded together small slabs of coal and shale similar to Australian samples, drilled one-inch holes into the sample, then pressurised the holes and completed a “hydro-frac” in miniature. “These samples were difficult to prepare,” they wrote in their report to Houston Oil and Minerals (HOMA, “Miscellaneous Pages” 10). Their program for fracturing was informed by a field of science that had been evolving since the first hydraulic fracture but had rapidly progressed since the first oil shock. Halliburton’s laboratory test had confirmed that the model of Perkins and Kern developed for widths of hydraulic fracture—in an article that defined the field—should also apply to Australian coals (Perkins and Kern). By late January 1977 Halliburton had issued Houston Oil and Minerals with a program of hydraulic fracture to use on the central Queensland wells. On the final page of their report they warned: “There are many unknowns in a vertical fracture design procedure” (HOMA, “Miscellaneous Pages” 17). In July 1977, Moura No. 1 became the first coal seam gas well hydraulically fractured in Australia. The exploration report states: “During July 1977 the well was killed with 1% KCL solution and the tubing and packer were pulled from the well … and pumping commenced” (Porter 2-3). The use of the word “kill” is interesting—potassium chloride (KCl) is the third and final drug administered in the lethal injection of humans on death row in the USA. Potassium chloride was used to minimise the effect on parts of the coal seam that were water-sensitive and was the recommended solution prior to adding other chemicals (Montgomery and Smith 28); but a word such as “kill” also implies that the well and the larger environment were alive before fracking commenced (Giblett; Trigger). Pumping recommenced after the fracturing fluid was unloaded. Initially gas supply was very good. It increased from an average estimate of 7,000 cubic feet per day to 30,000, but this only lasted two days before coal and sand started flowing back up to the surface. In effect, the cleats were propped open but the coal did not close and hold onto them which meant coal particles and sand flowed back up the pipe with diminishing amounts of gas (Walters 12). Although there were some interesting results, the program was considered a failure. In April 1978, Houston Oil and Minerals finally abandoned the methane concept. Following the failure, they reflected on the possibilities for a coal seam gas industry given the gas prices in Queensland: “Methane drainage wells appear to offer no economic potential” (Wooldridge 2). At the wells they let the tubing drop into the hole, put a fifteen foot cement plug at the top of the hole, covered it with a steel plate and by their own description restored the area to its “original state” (Wiltshire 8). Houston Oil and Minerals now turned to “conventional targets” which included coal exploration (Wiltshire 7). A Thousand Memories The first four wells show some of the critical environmental issues that were present from the outset of the industry in Australia. The process of hydraulic fracture was not just a failure, but conducted on a science that had never been tested in Australia, was ponderous at best, and by Halliburton’s own admission had “many unknowns”. There was also the role of large multinationals providing “experience” (Briody; Hiscock) and conducting these tests while having limited knowledge of the Australian landscape. Before any gas came to the surface, a large amount of water was produced that was loaded with a mixture of salt and other heavy minerals. The source of water for both the mud drilling of Carra and Kinma, as well as the hydraulic fracture job on Moura, was extracted from Kianga Creek three miles from the site (HOMA, “Carra # 1” 5; HOMA, “Kinma # 1” 5; Porter, “Moura # 1”). No location was listed for the disposal of the water from the wells, including the hydraulic fracture liquid. Considering the poor quality of water, if the water was disposed on site or let drain into a creek, this would have had significant environmental impact. Nobody has yet answered the question of where all this water went. The environmental issues of water extraction, saline water and hydraulic fracture were present at the first four wells. At the first four wells environmental concern was not a priority. The complexity of inter-company relations, as witnessed at the Shotover well, shows there was little time. The re-use of old wells, such as the Moura well, also shows that economic priorities were more important. Even if environmental information was considered important at the time, no one would have had access to it because, as handwritten notes on some of the reports show, many of the reports were “confidential” (Sell). Even though coal mines commenced filing Environmental Impact Statements in the early 1970s, there is no such documentation for gas exploration conducted by Houston Oil and Minerals. A lack of broader awareness for the surrounding environment, from floral and faunal health to the impact on habitat quality, can be gleaned when reading across all the exploration reports. Nearly four decades on and we now have thousands of wells throughout the world. Yet, the challenges of unconventional gas still persist. The implications of the environmental history of the first four wells in Australia for contemporary unconventional gas exploration and development in this country and beyond are significant. Many environmental issues were present from the beginning of the coal seam gas industry in Australia. Owning up to this history would place policy makers and regulators in a position to strengthen current regulation. The industry continues to face the same challenges today as it did at the start of development—including water extraction, hydraulic fracturing and problems associated with drilling through underground aquifers. Looking more broadly at the unconventional gas industry, shale gas has appeared as the next target for energy resources in Australia. Reflecting on the first exploratory shale gas wells drilled in Central Australia, the chief executive of the company responsible for the shale gas wells noted their deliberate decision to locate their activities in semi-desert country away from “an area of prime agricultural land” and conflict with environmentalists (quoted in Molan). Moreover, the journalist Paul Cleary recently complained about the coal seam gas industry polluting Australia’s food-bowl but concluded that the “next frontier” should be in “remote” Central Australia with shale gas (Cleary 195). It appears that preference is to move the industry to the arid centre of Australia, to the ecologically and culturally unique Lake Eyre Basin region (Robin and Smith). 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Queensland Digital Exploration Reports. Company Report 6190_15. Brisbane: Queensland Department of Resources and Mines. 21 Feb. 2012 ‹https://qdexguest.deedi.qld.gov.au/portal/site/qdex/search?REPORT_ID=6190&COLLECTION_ID=999›. WHO (World Health Organization). International Standards for Drinking-Water. 3rd Ed. Geneva, 1971. Wilkinson, Rick. A Thirst for Burning: The Story of Australia's Oil Industry. Sydney: David Ell Press, 1983. Wiltshire, M.J. “A Review to ATP 233P, 231P (210P) – Bowen/Surat Basins, Queensland for Houston Oil Minerals Australia, Inc.” 19 Jan. 1979. Queensland Digital Exploration Reports Database. Company Report 6816. Brisbane: Queensland Department of Resources and Mines. 21 Feb. 2012 ‹https://qdexguest.deedi.qld.gov.au/portal/site/qdex/search?REPORT_ID=6816&COLLECTION_ID=999›. Wooldridge, L.C.P. “Methane Drainage in the Bowen Basin – Queensland.” 25 Aug. 1978. Queensland Digital Exploration Reports Database. Company Report 6626_1. 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Introduction The term ‘resilience’ is on everyone’s lips - from politicians to community service providers to the seemingly endless supply of self-help gurus. The concept is undergoing a renaissance of sorts in contemporary Western society; but why resilience now? One possible explanation is that individuals and their communities are experiencing increased and intensified levels of adversity and hardship, necessitating the accumulation and deployment of ‘more resilience’. Whilst a strong argument could made that this is in fact the case, it would seem that the capacity to survive and thrive has been a feature of human survival and growth long before we had a name for it. Rather than an inherent characteristic, trait or set of behaviours of particularly ‘resilient’ individuals or groups, resilience has come to be viewed more as a common and everyday capacity, expressed and expressible by all people. Having researched the concept for some time now, we believe that we are only marginally closer to understanding this captivating but ultimately elusive concept. What we are fairly certain of is that resilience is more than basic survival but less than an invulnerability to adversity, resting somewhere in the middle of these two extremes. Given the increasing prevalence of populations affected by war and other disasters, we are certain however that efforts to better understand the accumulative dynamics of resilience, are now, more than ever, a vital area of public and academic concern. In our contemporary world, the concept of resilience is coming to represent a vital conceptual tool for responding to the complex challenges emerging from broad scale movements in climate change, rural and urban migration patterns, pollution, economic integration and other consequences of globalisation. In this article, the phenomenon of human resilience is defined as the cumulative build-up of both particular kinds of knowledge, skills and capabilities as well as positive affects such as hope, which sediment over time as transpersonal capacities for self-preservation and ongoing growth (Wilson). Although the accumulation of positive affect is crucial to the formation of resilience, the ability to re-imagine and utilise negative affects, events and environmental limitations, as productive cultural resources, is a reciprocal and under-researched aspect of the phenomenon. In short, we argue that resilience is the protective shield, which capacitates individuals and communities to at least deal with, and at best, overcome potential challenges, while also facilitating the realisation of hoped-for objects and outcomes. Closely tied to the formation of resilience is the lived experience of hope and hoping practices, with an important feature of resilience related to the future-oriented dimensions of hope (Parse). Yet it is important to note that the accumulation of hope, as with resilience, is not headed towards some state of invulnerability to adversity; as presumed to exist in the foundational period of psychological research on the construct (Garmezy; Werner and Smith; Werner). In contrast, we argue that the positive affective experience of hopefulness provides individuals and communities with a means of enduring the present, while the future-oriented dimensions of hope offer them an instrument for imagining a better future to come (Wilson). Given the complex, elusive and non-uniform nature of resilience, it is important to consider the continued relevance of the resilience concept. For example, is resilience too narrow a term to describe and explain the multiple capacities, strategies and resources required to survive and thrive in today’s world? Furthermore, why do some individuals and communities mobilise and respond to a crisis; and why do some collapse? In a related discussion, Ungar (Constructionist) posed the question, “Why keep the term resilience?” Terms like resilience, even strengths, empowerment and health, are a counterpoint to notions of disease and disorder that have made us look at people as glasses half empty rather than half full. Resilience reminds us that children survive and thrive in a myriad of ways, and that understanding the etiology of health is as, or more, important than studying the etiology of disease. (Ungar, Constructionist 91) This productive orientation towards health, creativity and meaning-making demonstrates the continued conceptual and existential relevance of resilience, and why it will remain a critical subject of inquiry now and into the future. Early Psychological Studies of Resilience Definitions of resilience vary considerably across disciplines and time, and according to the theoretical context or group under investigation (Harvey and Delfabro). During the 1970s and early 1980s, the developmental literature on resilience focused primarily on the “personal qualities” of “resilient children” exposed to adverse life circumstances (Garmezy Vulnerability; Masten; Rutter; Werner). From this narrow and largely individualistic viewpoint, resilience was defined as an innate “self-righting mechanism” (Werner and Smith 202). Writing from within the psychological tradition, Masten argued that the early research on resilience (Garmezy Vulnerability; Werner and Smith) regularly implied that resilient children were special or remarkable by virtue of their invulnerability to adversity. As research into resilience progressed, researchers began to acknowledge the ordinariness or everydayness of resilience-related phenomena. Furthermore, that “resilience may often derive from factors external to the child” (Luthar; Cicchetti and Becker 544). Besides the personal attributes of children, researchers within the psychological sciences also began to explore the effects of family dynamics and impacts of the broader social environment in the development of resilience. Rather than identifying which child, family or environmental factors were resilient or resilience producing, they turned their attention to how these underlying protective mechanisms facilitated positive resilience outcomes. As research evolved, resilience as an absolute or unchanging attribute made way for more relational and dynamic conceptualisations. As Luthar et al noted, “it became clear that positive adaptation despite exposure to adversity involves a developmental progression, such that new vulnerabilities and/or strengths often emerge with changing life circumstances” (543-44). Accordingly, resilience came to be viewed as a dynamic process, involving positive adaptations within contexts of adversity (Luthar et al. 543). Although closer to the operational definition of resilience argued for here, there remain a number of definitional concerns and theoretical limitations of the psychological approach; in particular, the limitation of positive adaptation to the context of significant adversity. In doing so, this definition fails to account for the subjective experience and culturally located understandings of ‘health’, ‘adversity’ and ‘adaptation’ so crucial to the formation of resilience. Our major criticism of the psychodynamic approach to resilience relates to the construction of a false dichotomy between “resilient” and “non-resilient” individuals. This dichotomy is perpetuated by psychological approaches that view resilience as a distinct construct, specific to “resilient” individuals. In combating this assumption, Ungar maintained that this bifurcation could be replaced by an understanding of mental health “as residing in all individuals even when significant impairment is present” (Thicker 352). We tend to agree. In terms of economic resilience, we must also be alert to similar false binaries that place the first and low-income world into simple, apposite positions of coping or not-coping, ‘having’ or ‘not-having’ resilience. There is evidence to indicate, for example, that emerging economies fared somewhat better than high-income nations during the global financial crisis (GFC). According to Frankel and Saravelos, several low-income nations attained better rates of gross domestic product GDP, though the impacts on the respective populations were found to be equally hard (Lane and Milesi-Ferretti). While the reasons for this are broad and complex, a study by Kose and Prasad found that a broad set of policy tools had been developed that allowed for greater flexibility in responding to the crisis. Positive Affect Despite Adversity An emphasis on deficit, suffering and pathology among marginalised populations such as refugees and young people has detracted from culturally located strengths. As Te Riele explained, marginalised young people residing in conditions of adversity are often identified within “at-risk” discourses. These social support frameworks have tended to highlight pathologies and antisocial behaviours rather than cultural competencies. This attitude towards marginalised “at risk” young people has been perpetuated by psychotherapeutic discourse that has tended to focus on the relief of suffering and treatment of individual pathologies (Davidson and Shahar). By focusing on pain avoidance and temporary relief, we may be missing opportunities to better understand the productive role of ‘negative’ affects and bodily sensations in alerting us to underlying conditions, in need of attention or change. A similar deficit approach is undertaken through education – particularly civics – where young people are treated as ‘citizens in waiting’ (Collin). From this perspective, citizenship is something that young people are expected to ‘grow into’, and until that point, are seen as lacking any political agency or ability to respond to adversity (Holdsworth). Although a certain amount of internal discomfort is required to promote change, Davidson and Shahar noted that clinical psychotherapists still “for the most part, envision an eventual state of happiness – both for our patients and for ourselves, described as free of tension, pain, disease, and suffering” (229). In challenging this assumption, they asked, But if desiring-production is essential to what makes us human, would we not expect happiness or health to involve the active, creative process of producing? How can one produce anything while sitting, standing, or lying still? (229) A number of studies exploring the affective experiences of migrants have contested the embedded psychological assumption that happiness or well-being “stands apart” from experiences of suffering (Crocker and Major; Fozdar and Torezani; Ruggireo and Taylor; Tsenkova, Love, Singer and Ryff). A concern for Ahmed is how much the turn to happiness or happiness turn “depends on the very distinction between good and bad feelings that presume bad feelings are backward and conservative and good feelings are forward and progressive” (Happiness 135). Highlighting the productive potential of unhappy affects, Ahmed suggested that the airing of unhappy affects in their various forms provides people with “an alternative set of imaginings of what might count as a good or at least better life” (Happiness 135). An interesting feature of refugee narratives is the paradoxical relationship between negative migration experiences and the reporting of a positive life outlook. In a study involving former Yugoslavian, Middle Eastern and African refugees, Fozdar and Torezani investigated the “apparent paradox between high-levels of discrimination experienced by humanitarian migrants to Australia in the labour market and everyday life” (30), and the reporting of positive wellbeing. The interaction between negative experiences of discrimination and reports of wellbeing suggested a counter-intuitive propensity among refugees to adapt to and make sense of their migration experiences in unique, resourceful and life-affirming ways. In a study of unaccompanied Sudanese youth living in the United States, Goodman reported that, “none of the participants displayed a sense of victimhood at the time of the interviews” (1182). Although individual narratives did reflect a sense of victimisation and helplessness relating to the enormity of past trauma, the young participants viewed themselves primarily as survivors and agents of their own future. Goodman further stated that the tone of the refugee testimonials was not bitter: “Instead, feelings of brotherliness, kindness, and hope prevailed” (1183). Such response patterns among refugees and trauma survivors indicate a similar resilience-related capacity to positively interpret and derive meaning from negative migration experiences and associated emotions. It is important to point out that demonstrations of resilience appear loosely proportional to the amount or intensity of adverse life events experienced. However, resilience is not expressed or employed uniformly among individuals or communities. Some respond in a resilient manner, while others collapse. On this point, an argument could be made that collapse and breakdown is a built-in aspect of resilience, and necessary for renewal and ongoing growth. Cultures of Resilience In a cross continental study of communities living and relying on waterways for their daily subsistence, Arvanitakis is involved in a broader research project aiming to understand why some cultures collapse and why others survive in the face of adversity. The research aims to look beyond systems of resilience, and proposes the term ‘cultures of resilience’ to describe the situated strategies of these communities for coping with a variety of human-induced environmental challenges. More specifically, the concept of ‘cultures of resilience’ assists in explaining the specific ways individuals and communities are responding to the many stresses and struggles associated with living on the ‘front-line’ of major waterways that are being impacted by large-scale, human-environment development and disasters. Among these diverse locations are Botany Bay (Australia), Sankhla Lake (Thailand), rural Bangladesh, the Ganges (India), and Chesapeake Bay (USA). These communities face very different challenges in a range of distinctive contexts. Within these settings, we have identified communities that are prospering despite the emerging challenges while others are in the midst of collapse and dispersion. In recognising the specific contexts of each of these communities, the researchers are working to uncover a common set of narratives of resilience and hope. We are not looking for the ’magic ingredient’ of resilience, but what kinds of strategies these communities have employed and what can they learn from each other. One example that is being pursued is a community of Thai rice farmers who have reinstated ceremonies to celebrate successful harvests by sharing in an indigenous rice species in the hope of promoting a shared sense of community. These were communities on the cusp of collapse brought on by changing economic and environmental climates, but who have reversed this trend by employing a series of culturally located practices. The vulnerability of these communities can be traced back to the 1960s ‘green revolution’ when they where encouraged by local government authorities to move to ‘white rice’ species to meet export markets. In the process they were forced to abandoned their indigenous rice varieties and abandon traditional seed saving practices (Shiva, Sengupta). Since then, the rice monocultures have been found to be vulnerable to the changing climate as well as other environmental influences. The above ceremonies allowed the farmers to re-discover the indigenous rice species and plant them alongside the ‘white rice’ for export creating a more robust harvest. The indigenous species are kept for local consumption and trade, while the ‘white rice’ is exported, giving the farmers access to both the international markets and income and the local informal economies. In addition, the indigenous rice acts as a form of ‘insurance’ against the vagaries of international trade (Shiva). Informants stated that the authorities that once encouraged them to abandon indigenous rice species and practices are now working with the communities to re-instigate these. This has created a partnership between the local government-funded research centres, government institutions and the farmers. A third element that the informants discussed was the everyday practices that prepare a community to face these challenges and allow it recover in partnership with government, including formal and informal communication channels. These everyday practices create a culture of reciprocity where the challenges of the community are seen to be those of the individual. This is not meant to romanticise these communities. In close proximity, there are also communities engulfed in despair. Such communities are overwhelmed with the various challenges described above of changing rural/urban settlement patterns, pollution and climate change, and seem to have lacked the cultural and social capital to respond. By contrasting the communities that have demonstrated resilience and those that have not been overwhelmed, it is becoming increasingly obvious that there is no single 'magic' ingredient of resilience. What exist are various constituted factors that involve a combination of community agency, social capital, government assistance and structures of governance. The example of the rice farmers highlights three of these established practices: working across formal and informal economies; crossing localised and expert knowledge as well as the emergence of everyday practices that promote social capital. As such, while financial transactions occur that link even the smallest of communities to the global economy, there is also the everyday exchange of cultural practices, which is described elsewhere by Arvanitakis as 'the cultural commons': visions of hope, trust, shared intellect, and a sense of safety. Reflecting the refugee narratives citied above, these communities also report a positive life outlook, refusing to see themselves as victims. There is a propensity among members of these communities to adapt an outlook of hope and survival. Like the response patterns among refugees and trauma survivors, initial research is confirming a resilience-related capacity to interpret the various challenges that have been confronted, and see their survival as reason to hope. Future Visions, Hopeful Visions Hope is a crucial aspect of resilience, as it represents a present- and future-oriented mode of situated defence against adversity. The capacity to hope can increase one’s powers of action despite a complex range of adversities experienced in everyday life and during particularly difficult times. The term “hope” is commonly employed in a tokenistic way, as a “nice” rhetorical device in the mind-body-spirit or self-help literature or as a strategic instrument in increasingly empty domestic and international political vocabularies. With a few notable exceptions (Anderson; Bloch; Godfrey; Hage; Marcel; Parse; Zournazi), the concept of hope has received only modest attention from within sociology and cultural studies. Significant increases in the prevalence of war and disaster-affected populations makes qualitative research into the lived experience of hope a vital subject of academic interest. Parse observed among health care professionals a growing attention to “the lived experience of hope”, a phenomenon which has significant consequences for health and the quality of one’s life (vvi). Hope is an integral aspect of resilience as it can act as a mechanism for coping and defense in relation to adversity. Interestingly, it is during times of hardship and adversity that the phenomenological experience of hope seems to “kick in” or “switch on”. With similarities to the “taken-for-grantedness” of resilience in everyday life, Anderson observed that hope and hoping are taken-for-granted aspects of the affective fabric of everyday life in contemporary Western culture. Although the lived experience of hope, namely, hopefulness, is commonly conceptualised as a “future-oriented” state of mind, the affectivity of hope, in the present moment of hoping, has important implications in terms of resilience formation. The phrase, the “lived deferral of hope” is an idea that Wilson has developed elsewhere which hopefully brings together and holds in creative tension the two dominant perspectives on hope as a lived experience in the present and a deferred, future-oriented practice of hoping and hopefulness. Zournazi defined hope as a “basic human condition that involves belief and trust in the world” (12). She argued that the meaning of hope is “located in the act of living, the ordinary elements of everyday life” and not in “some future or ideal sense” (18). Furthermore, she proposed a more “everyday” hope which “is not based on threat or deferral of gratification”, but is related to joy “as another kind of contentment – the affirmation of life as it emerges and in the transitions and movements of our everyday lives and relationships” (150). While qualitative studies focusing on the everyday experience of hope have reinvigorated academic research on the concept of hope, our concept of “the lived deferral of hope” brings together Zournazi’s “everyday hope” and the future-oriented dimensions of hope and hoping practices, so important to the formation of resilience. Along similar lines to Ahmed’s (Happy Objects) suggestion that happiness “involves a specific kind of intentionality” that is “end-orientated”, practices of hope are also intentional and “end-orientated” (33). If objects of hope are a means to happiness, as Ahmed wrote, “in directing ourselves towards this or that [hope] object we are aiming somewhere else: toward a happiness that is presumed to follow” (Happy Objects 34), in other words, to a hope that is “not yet present”. It is the capacity to imagine alternative possibilities in the future that can help individuals and communities endure adverse experiences in the present and inspire confidence in the ongoingness of their existence. Although well-intentioned, Zournazi’s concept of an “everyday hope” seemingly ignores the fact that in contexts of daily threat, loss and death there is often a distinct lack of affirmative or affirmable things. In these contexts, the deferral of joy and gratification, located in the future acquisition of objects, outcomes or ideals, can be the only means of getting through particularly difficult events or circumstances. One might argue that hope in hopeless situations can be disabling; however, we contend that hope is always enabling to some degree, as it can facilitate alternative imaginings and temporary affective relief in even in the most hopeless situations. Hope bears similarity to resilience in terms of its facilities for coping and endurance. Likewise the formation and maintenance of hope can help individuals and communities endure and cope with adverse events or circumstances. The symbolic dimension of hope capacitates individuals and communities to endure the present without the hoped-for outcomes and to live with the uncertainty of their attainment. In the lives of refugees, for example, the imaginative dimension of hope is directly related to resilience in that it provides them with the ability to respond to adversity in productive and life-affirming ways. For Oliver, hope “provides continuity between the past and the present…giving power to find meaning in the worst adversity” (in Parse 16). In terms of making sense of the migration and resettlement experiences of refugees and other migrants, Lynch proposed a useful definition of hope as “the fundamental knowledge and feeling that there is a way out of difficulty, that things can work out” (32). As it pertains to everyday mobility and life routes, Parse considered hope to be “essential to one’s becoming” (32). She maintained that hope is a lived experience and “a way of propelling self toward envisioned possibilities in everyday encounters with the world” (p. 12). Expanding on her definition of the lived experience of hope, Parse stated, “Hope is anticipating possibilities through envisioning the not-yet in harmoniously living the comfort-discomfort of everydayness while unfolding a different perspective of an expanding view” (15). From Nietzsche’s “classically dark version of hope” (in Hage 11), Parse’s “positive” definition of hope as a propulsion to envisaged possibilities would in all likelihood be defined as “the worst of all evils, for it protracts the torment of man”. Hage correctly pointed out that both the positive and negative perspectives perceive hope “as a force that keeps us going in life” (11). Parse’s more optimistic vision of hope as propulsion to envisaged possibilities links nicely to what Arvanitakis described as an ‘active hope’. According to him, the idea of ‘active hope’ is not only a vision that a better world is possible, but also a sense of agency that our actions can make this happen. Conclusion As we move further into the 21st century, humankind will be faced with a series of traumas, many of which are as yet unimagined. To meet these challenges, we, as a global collective, will need to develop specific capacities and resources for coping, endurance, innovation, and hope, all of which are involved the formation of resilience (Wilson 269). Although the accumulation of resilience at an individual level is important, our continued existence, survival, and prosperity lie in the strength and collective will of many. As Wittgenstein wrote, the strength of a thread “resides not in the fact that some one fibre runs through its whole length, but in the overlapping of many fibres” (xcv). If resilience can be accumulated at the level of the individual, it follows that it can be accumulated as a form of capital at the local, national, and international levels in very real and meaningful ways. 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Thesis (MA)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study concerned the piratical attacks occurring along the East and West coasts of Africa. Although maritime piracy along the coasts of Africa is not a new phenomenon, recent upsurges in piratical attacks have attracted a great deal of attention. Despite Nigeria being long considered as the hotspot for piratical activity in Africa, the greatest upsurge of piratical activity has been seen in the areas surrounding Somalia, including the Gulf of Aden and the Indian Ocean. The primary objective of this study is to identify the main causes of maritime piracy in Somalia and Nigeria. Also the correlation between state capacity (failed or weak) and the motivations for piracy (greed or grievance) is investigated. The secondary objectives of this study are to investigate the direct manifestations of piracy, as well as the current counter piracy initiatives. This is done in order to evaluate the successes and failures of current counter-piracy approaches in order to create more viable and successful counter measures. It is found that historical factors, as well as political, economic, social and environmental factors contribute greatly to the rise of maritime piracy in both Somalia and Nigeria. Furthermore, it has been found that there are numerous direct causes of piracy in these two countries. These differences and similarities have been investigated using a comparative analysis framework.<br>AFRIKAANSE OPSOMMING: Hierdie studie het betrekking tot die seerowery wat langs die Oos-en Weskus van Afrika plaasvind. Alhoewel seerowery langs die kus van Afrika nie 'n nuwe verskynsel is nie, het die onlangse oplewing van seerower-aanvalle baie aandag geniet in verskeie oorde. Ten spyte daarvan dat Nigerië lank beskou was as die probleem-area vir seerower aktiwiteit in Afrika, word die grootste toename van seerowery in die gebiede rondom Somalië, insluitend die Golf van Aden en die Indiese Oseaan ervaar. Die primêre doel van hierdie studie is om die oorsake van seerowery in Somalië en Nigerië te identifiseer. Die verband tussen staat-kapasiteit (mislukte of swak) en die motiverings vir seerowery (gierigheid of griewe) word ondersoek. Die sekondêre doelwitte van hierdie studie is om die direkte manifestasies van seerowery te ondersoek, sowel as die huidige teen-seerower inisiatiewe. Dit word gedoen om die suksesse en mislukkings van die huidige teen-seerower benaderings te evalueer ten einde meer lewensvatbare en suksesvolle teenmaatreels te skep. Dit is gevind dat historiese faktore, sowel as die politieke-, ekonomiese-, sosiale- en omgewings- faktore baie bydra tot die ontstaan en opbloei van seerowery in Somalië en Nigerië. Dit is gevind dat daar talle direkte oorsake van seerowery in hierdie twee lande is. Hierdie verskille en ooreenkomste is ondersoek met behulp van vergelykende analises.

By all conventional measurements of modernization and development, from communication and education to bureaucracy and urbanization, Arab societies have been undergoing an impressive transformation. There is, however, a wide gap in the Arab Middle East between such a transformation and the political consequences of modernization. In other words, the Arab Middle East exhibits a sharp contrast between its societal and political progress. In the case of Yemen, such a gap looks different from the one that exists in the rest of the region. In addition to being a country with the weakest and most limited bureaucracy in the Arab world, Yemen has, also, the lowest level of urbanization and education in the region. According to United Nations Human Development Report for the year 2004, 73.7 % of Yemen’s population are living in rural areas, and the country has a combined gross enrolment rate for primary, secondary and tertiary schools of 43%. In 2008, Yemen was rated near the bottom of the Human Development Index (HDI) by the UNDP; as number 153rd out of the 177 countries with HDI data, and it ranked as number 82 out of 108 countries in the Human Poverty Index. The United Nations Human Development Report 2006, for instance, indicates that the percentage of Yemeni population who live below National Poverty Line is 41.8%. Yet, Yemen is more democratic than most countries in the Arab Middle East. In light of this paradox, the following central question guides this research: which contextual factors are central in explaining the unique process of political modernization in tribal Yemen?

This thesis examines the political implications of the integrated development planning process embarked upon by South African municipalities in the period 1998-2004. Through the use of case study methodology that focuses on the Eastern Cape municipalities of Buffalo City and Ngqushwa, the conventions of municipal planning are examined. This inquiry into municipal planning draws upon official government documents and reports and publications from the nongovernment sector. The thesis is particularly focused on the claims made in policy documents and related secondary sources and compares these to more critical reports and publication as well as the author's personal experience of the integrated development planning process. Of key interest is the possibility that planning serves political interests and the material needs of an emerging municipal elite and that this is seldom acknowledged in official planning documentation or government sanctioned publications on the topic. The primary findings of the thesis are as follows: • That the 'reason' of expert policy formulations that accompanied integrated development planning has weakened political economy as a prism of understanding and separated itself from the institutional reality of municipal government • That the dominant critique of planning and other post-apartheid municipal policy is concerned with the triumph of neoliberalism but this critique, while valid, does not fully explain successive policy failures especially in the setting of Eastern Cape local government • That function of policy and its relationship to both the state and civil society is usually understood only in the most obvious sense and not as an instrument for wielding political power • That planning still derives much of its influence from its claim to technical rationality and that this underpinned the 'authority' of the integrated development planning project in South Africa and reinforced its power to make communities governable.

The body of writing collectively referred to as third generation or contemporary Nigerian literature emerged on the international literary scene from about the year 2000. This writing is marked by attempts to negotiate contemporary identities, and it engages with various developments in the Nigerian nation: Nigeria’s past and current political and socio-economic state, different kinds of cultural hybridization as well as the writers increasing transnational awareness. This study argues that contemporary Nigerian fiction obsessively returns to the period from 1985-1998 as a historical site for narrating the individual and collective Nigerian experience of the trauma of military dictatorship, which has shaped the contemporary reality of the nation. The study builds on existing critical work on contemporary Nigerian fiction, in order to highlight patterns and ideas that have hitherto been neglected in scholarly work in this field. The study seeks to address this gap in the existing critical literature by examining third-generation Nigerian writing’s representation of this era in a select corpus of work spanning from 2000-06: Okey Ndibe’s Arrows of Rain (2000), Helon Habila’s Waiting for an Angel (2002), Sefi Atta’s Everything Good will Come (2005), and Chimamanda Adichie’s Purple Hibiscus (2006). The four novels chosen were written in response to military rule and dictatorship in the 80s and 90s, and they all feature representations of state violence. This study finds that, despite variations in the novels aesthetic modes, violence, control, silencing, dictatorship, alienation, the trauma of everyday life and resistance recur in realist modes. Above all, the study argues that contemporary Nigerian fiction’s insistent representation of the violent past of military rule in Nigeria is a means of navigating the complex psychological and political processes involved in dealing with post-colonial trauma by employing writing as a form of resistance.

This research focused mainly on the progress of non-governmental organisations (NGOs) and community-driven development projects (CDDs) in assisting the Chris Hani District Municipality (CHDM) community. The research identified the main types of CDDs that are found in the CHDM as agricultural, caregivers, manufacturing, tourism, performing arts, and education services. Thirty-eight NGOs participated in this project with two participants representing each NGO. These NGOs were looked at from a thematic perspective. Three main themes emerged, namely; a) the quality of life in CHDM or specifically in the areas of operation of the NGOs, b) operations of the NGOs where the name and main objectives CDDs were identified, and c) challenges, funding and impact of the CDDs. This research set out to ask the following questions: What is the nature and origin of projects operational in Chris Hani District? What is the impact and sustainability of donor-aided projects on CDD in the Chris Hani District? Can NGO projects be sustained without donor aid? Are there any alternative forms of funding apart from donor funds? To answer these questions, a number of qualitative methods and techniques were used to collect and analyse data. These included focus group discussions with project beneficiaries, observations of projects, activities and individual project participants, and key informant interviews with different categories of respondents depending on their roles and level of involvement in the implementation of projects as well as their experience in the implementation of donor-aided programmes. These discussions were guided by different interview schedules with respective respondents. Random and snowball sampling methods were used to choose the respondents as well as groups that participated in the study. The research also focused on assessing the survivability of donor-aided NGO projects if the donor funds were discontinued for any reason. It sought to determine the continuity and feasibility of developmental projects and their impact on the socio- economic welfare of the rural poor in the Chris Hani District without donations. This research found evidence indicating that, by and large, NGOs in the Chris Hani District play a crucial role in CDD. Be that as it may, this research established that on average, 98 per cent of NGOs had been economically and socially affected by the donor-funded projects. It was established that, on average, the donor dependency ratio was 74 per cent. It was also seen that most donor-funded projects could only survive for 12 days if the funding was withdrawn. However, this hypothetical withdrawal of funds does not cause much concern because of the security found in the funding types of the NGOs in the Chris Hani District. In practical terms, these community-driven projects are likely to continue for decades ceteris paribus.

The influence of local economic development strategic leaders on how Integrated Development Plans (IDP) are developed is critical to gain insights into strategic planning directed towards economically developing municipalities. Concisely, the aim of this qualitative study was to gain a multiple understanding of how LED strategic leaders, namely managers of the LED directorate and sub-directorates at Makana local municipality influenced the IDP formulation. The fact that these LED strategic leaders, ‘make consequential or strategic decisions’ suggests that their decisions have an influence on the IDP formulation. Thus, the key research question in this study was: How do LED strategic leaders at Makana local municipality influence the formulation of the IDP at this municipality? This qualitative research used purposive sampling of incidents upheld by LED Strategic leaders. A total of ten in-depth and semi-structured interviews were conducted with four LED strategic leaders regarding incidents of their perceived influence on the formulation of the Integrated Development Plan at Makana. The interviews were in-depth in order to gain a rich understanding of their perspectives of reality. As the number of LED strategic leaders was already very small, all the four leaders at Makana participated in this study. Interview data was transcribed and analyzed using open coding and constant comparison. Member check was conducted to enhance confirmability of the findings of this study. Findings indicate that LED strategic leaders perceived their influence on the formulation of the IDP Makana municipality in four varied ways. Predominantly, LED strategic leaders commonly perceived that they had influence in setting evidence-driven direction, and searching for fitness of activities and issues with LED strategy. Thereafter, the other ways in which these LED strategic leaders perceived how they influenced the IDP formulation involve the facilitation of clarity and local relevance of LED mandates, and finally the integration of multiple economic voices of stakeholders. This demonstrates that LED strategic leaders at Makana emphasize proactively managing strategy process rather than content in terms of identifying key opportunities and major economic drivers in the local milieu. Instead, they perceived their influence as characterized by enhancing compliance with bringing the process of municipal strategy formulation closer to stakeholders. Implications of these findings are highlighted.

Includes bibliographical references (leaves 130-136)<br>The study focuses on the impact of the Boko Haram Muslim terrorist group on the socioeconomic well‐being and livelihood of the population in the north‐east of Nigeria. To research the social, economic, religious and political impact of attacks leading to the disruption of people in the north‐east who fled their homes for the safety of southern refugee camps, the study relies on three research questions to be answered, namely: Does the Boko Haram terrorist group pose a threat to the socio‐economic well‐being of people in north‐eastern Nigeria? How have Boko Haram terrorist attacks impacted on the livelihood of the population? What is a viable solution or intervention strategy to deal with the impact of and fight against terrorism in Nigeria in particular? The study adopts an in‐depth qualitative methodology. Different related research techniques are used in data collection and analysis. Focus group discussions, in‐depth interviews and documentary sources have different complementary strengths, which are more comprehensive when used together. Questionnaires will guide the discussions with groups of internally displaced people, who are the units of analysis. Data is gathered through snowball sampling of willing, available respondents to understand and explain their personal views and experiences, creating the meanings they have constructed around their disrupted livelihoods and well‐being in refugee camps. An overarching, broad conflict perspective is chosen, related to Dahrendorf’s views on power struggles of dominant interest groups, authority, inequality and marginalisation of opponents, which also includes complementary concepts of religiously inspired fundamentalist theory focusing on indoctrination, dominance, manipulation and marginalisation of interest groups. This broad conflict perspective will investigate the social, economic, political and religious impacts of Boko Haram in Nigeria. The findings indicate that the Boko Haram attacks had a negative effect on the livelihood of citizens and displaced persons in refugee camps, as well as on the social cohesion and development of the north‐eastern Nigerian state. Conflict resolution and intervention strategies will be implemented to curb the violence. Societal transformation is recommended for infrastructural development and job creation to solve poverty and gainfully cater for educated, unemployed youths, now recruited into the ranks of the Boko Haram Muslim sect.<br>Sociology<br>M.A. (Sociology)

Indiana University-Purdue University Indianapolis (IUPUI)<br>In this study, rhetorical analysis through the framework of victimage ritual is employed to analyze four Boko Haram messages on You Tube, five e-mail messages sent to journalists from leaders of Boko Haram, and a BlogSpot web page devoted to Boko Haram. The aim of this analysis is to understand the persuasive devices by which Boko Haram leaders create, express, and sustain their jurisprudence on acts of violence. The goal of this study is to understand how leaders of Boko Haram construct and express the group’s values, sway belief, and justify violence. The findings show that Boko Haram desire to redeem non-Muslims from perdition, liberate Muslims from persecution, protect Islam from criticism, and revenge perceived acts of injustices against Muslims. The group has embarked on this aim by allotting blame, vilifying the enemy-Other, pressing for a holy war, encouraging martyrdom, and alluding to an apocalypse. Boko Haram’s audience is made to believe that Allah has assigned Boko Haram the task to liberate and restore an Islamic haven in Nigeria. Therefore, opposition from the Nigerian government or Western forces is constructed as actions of evil, thus killing members of the opposition becomes a celestial and noble cause. This juxtaposition serves to encourage the violent Jihad which leaders of Boko Haram claims Allah assigned them to lead in the first place. As a result of this cyclical communication, media houses, along the Nigerian government, Christians and Western ideals become the symbolic evil, against which Muslims, sympathizers and would-be-recruits must unite. By locking Islam against the Nigerian government, Western ideals and Christianity in a characteristically hostile manner, Boko Haram precludes any real solution other than an orchestrated Jihad-crusade-or-cleanse model in which a possible coexistence of Muslims and the enemy-Other are denied, and the threat posed by the enemy-Other is eliminated through conversion or destruction. As a result, this study proposes that Boko Haram Internet messages Boko Haram’s mission reveals a movement of separatism, conservatism, and fascism. A movement based on the claim that its activism will establish a state in accordance with the dictates of Allah.