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This paper provides a history of my great grandfather, Joeyaska; who he was, where he came from, and how he came to acquire 320 acres of land in 1878 near Merritt, in the interior of British Columbia. Joeyaska was considered a Stuwix. From all that is known, Joeyaska was a Stuwix from the Athapaskan group. Joeyaska a warrior, a survivor, a horseman, a family man and protector of his rights passed on to his children and grandchildren his land. Who are the descendants of Joeyaska and what are we doing today in the threat of encroachment by the chief and council of the Lower Nicola Band. How are we defending and carrying on traditional land rights and practises. This paper is a compilation of oral tradition and documented history on Joeyaska, our great grandfather.

Black fanners' contribution and percentage share of the marketed agricultural produce (especially maize and cotton) increased dramatically following Zimbabwe's independence, especially between 1982 and 1987. Almost unanimously, observers in government and diplomatic circles spoke of this increase as 'phenomenal', attributing it to being a direct result of the government's efforts to increase agricultural production, and calling it a 'success story' and 'agrarian miracle'. This 'miracle' description was adopted by the state controlled and independent media, international donor and 'development' agencies, alike. By 1992, the levels of production achieved in the mid-1980s would not be repeated and this was blamed primarily on drought and the Economic Structural Adjustment Programme (ESAP) adopted by government in 1990. The direct impact of ESAP was the further reduction of government capacity and resources available to support the resettlement sector. By 2000, Zimbabwe was embroiled in a rural upheaval that threatened, reversed and undennined all the gains of the 1980s. The miracle discourse disappeared and in its place agro-pessimism took centre space. The land question rose to the fore amid a heightened outcry of landlessness, Communal Area congestion, poor access to institutional support and declining livelihoods and food security, among other things. This renewed rural crisis raised questions about what had happened to the miracle, exposed the run-down economy, and deepened undemocratic tendencies and a polarised political, economic and social space. The thesis proposed here is that the Zimbabwean government failed to take advantage and expand on the potential for an increased role of the rural sector in the cash economy. What emerged from closer scrutiny of the so-called agrarian transfonnation package for African agriculture was a poorly designed, uncoordinated and under funded quick fix to rural development that hardly moved beyond the mere transfer of land. Notwithstanding the participation of rural communities in the war of national liberation and the high profile nature of the land question during the Second Chimurenga, the post-colonial state apparatus - dominated by an urban nationalist petit bourgeoisie on the one hand, and the weak lobby of the beneficiaries of land refonn on the other - placed African agriculture into the back-seat of policy and political economic priorities. Evidence from Mayo Resettlement Scheme, the primary case study in this thesis, suggests that the argued institutional support and structural changes (basis of the miracle) were at best minimal, under-funded, crisis-averse, ad hoc and poorly coordinated, lacking the support of a concrete policy base, making the miracle at most fragile and in the final analysis unsustainable. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.

Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

Teaching has always been and remains a core function of universities. However, there is a pervasive assumption that research activity is privileged over teaching contributions, particularly when hiring, tenure and promotion decisions are being made. Where do such beliefs come from? Are these assumptions based on policy or practice, or a combination of the two? Is research privileged, and if so, does teaching really matter? This dissertation considers the assumption that teaching is undervalued in Canadian universities, particularly within the context of institutional reward structures and more specifically in relation to the tenure review. My dissertation examines the emergence of formal faculty evaluation systems in the second half of the 20th Century and considers various influencing factors on their development, including the evolution and adoption of tenure within academia and the move toward faculty collective bargaining. The extensive body of literature on the evaluation of teaching provides a conceptual framework to examine the current Canadian landscape. Specifically, this involves a comprehensive review and analysis of tenure policies from 46 Canadian universities. This study reviews these polices to determine the extent to which they reflect the recommendations emerging from the current literature. The results of this review reveal that the recommendations from the literature are inconsistently reflected in current tenure policies at most institutions. In particular, a clear definition of “teaching effectiveness” is absent from the majority of policies. However, institutions have more consistently adopted the recommendation for multiple measures and means of assessing teaching effectiveness. For example, there exists a wide use of course evaluations and an increasing use of teaching dossiers to document teaching contributions at Canadian universities. Subsequently, this study examines in detail five policies (from the universities of Alberta, British Columbia, and Saskatchewan and from York and Nipissing universities) that most thoroughly reflect the recommendations in the literature. These policies may be understood as models of emerging effective process. By identifying inconsistencies, shifting practices, and emerging trends, this study provides a foundation for further research on the evaluation of teaching at Canadian universities and will aid universities in the process of reviewing their own tenure policies.

Thesis (M.A.)--University of Hawaii at Manoa, 1997 / Pacific Islands Studies

Thesis (M.A.). / Written for the Dept. of Geography. Title from title page of PDF (viewed 2008/08/04). Includes bibliographical references.

Univ., Diss.--Innsbruck, 2003.

Thesis--Helsinki. / Extra t.p. with thesis statement inserted. Summary in German. Includes bibliographical references (p. [214]-218).

Thesis (M.A.)--University of Wisconsin. / Mimeograph. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 95-103.