The purpose of this minor field study, and BA-thesis, is to visualize the situation for Rakhine Buddhists and Rakhine Muslims; both through their stories and through analysing Enemy Imaging within the two researched groups. The research questions posed are “What do the informants emphasise regarding their situation pertaining to the conflict and their everyday life” and “To what extent could the image of The Other be called an Enemy Image”. Methods of Thematic Content Analysis and Framing are used to analyse the material and theories of Enemy Imaging and Othering constitute the theoretical base of the study. The analysed material, ten interviews, five with Buddhists and five with Muslims, all identifying as being Rakhine, show that the informants experience feeling threatened and scared as well as to a large extent feeling misunderstood and unfairly treated. There were very few signs of Enemy Imaging among the Muslim group, but far more in the Buddhist group. This thesis calls for further research both within these two groups and extended to other actors identified in the context.

I used results from camera traps set for tigers (Panthera tigris) during 2001-2011 in the Hukaung Valley Wildlife Sanctuary of northern Myanmar to assess overall biodiversity of large mammal and bird species, and to identify differences in photo rates inside and outside of the most protected core area of the Sanctuary. A total of 403 camera stations were deployed during October-July in the dry seasons of 2001-2011, 260 inside the Core area and 143 Outside. From 10,750 trap-nights I obtained 2,077 independent photos of wildlife species and 699 of domestic animals and humans, including 35 species of wild mammals (19 carnivores, 4 primates, 1 elephant, 6 even-toed ungulates, 1 pangolin, and 4 rodents) and 16 species of wild birds. Of these, 1 is considered critically endangered, 7 are endangered, 11 are vulnerable, and 5 are nearly threatened. Some species that probably occur in the Sanctuary (e.g., arboreal or semi-aquatic mammals) were not photographed, likely because of camera placement. In total, 48 wild species were photographed in the Core area vs. only 33 at locations Outside of the core area. Generally, few photos of any domestic animal species were obtained inside 9 the Core area, and no photos insurgents were obtained there, but many more photos of poachers and villagers, but also park rangers, were obtained there. Increased patrol efforts may have helped maintain species presence in the Core area, but differences in photo rates between areas were likely mostly influenced by differences in elevation, slope, density of streams, trails, and roads, and perhaps vegetative cover type. Tiger abundance is most influenced naturally by prey availability and anthropogenically by poaching. In the Hukaung Valley Wildlife Sanctuary in northern Myanmar, a major conservation area established to protect tigers, tiger presence has declined. This study was conducted to assess habitat occupancy and distribution of principal tiger prey species in the Core part of the Sanctuary by surveying for sign on 1650.9 km partitioned into 554 sampling units during November 2007 and May 2008. Using standard occupancy model in the program PRESENCE (6.2), habitat occupancy and detection probabilities were predicted and the best candidate model for each species was selected using the Akaike information criterion (AIC). By incorporating 7 environmental and 4 social covariates, the predicted habitat occupancy rates were 0.76 (SE=0.196, naïve estimate = 0.5162) for gaur (Bos gaurus), 0.91 (SE=0.03, naïve estimate = 0.7762) for sambar (Rusa unicolor), 0.57 (SE = 0.003, naïve estimate = 0.3195) for wild pigs (Sus scrofa) and 0.89 (SE = 0.001, naïve estimate = 0.7996) for muntjac (Muntiacus muntjak). Overall, shorter Euclidean distances to ranger stations and trails, decreased stream density, and broadleaved evergreen/semi-deciduous forest and relatively rare rain-fed cropland habitat occurrence positively influenced prey habitat occupancy; conversely, shorter Euclidean distances to villages, roads, and streams, higher elevations, and occurrence of mixed broadleaved and needle-leaved forest habitat 10 negatively influenced occupancy. In addition, Euclidean distance to ranger stations, trails, and roads positively affections species detections, whereas shorter Euclidean distance to villages and streams, high elevations, and high precipitation negatively affected detections. Results indicate that all four prey species were relatively well-distributed through the Sanctuary Core area. However, comparisons with tiger and prey indices of abundance elsewhere suggest that prey density is low and would not likely support many tigers.

Héritier de l’universalisme humaniste de Rabindranath Tagore par sa formation à Śāntiniketan en Inde, le ditpère de l’art moderne birman Bagyi Aung Soe (1923/24–1990) se consacra à figurer les réalités ultimes enfonction des enseignements bouddhiques. Pour ce faire, il mit au point un langage pictural qu’il baptisa lapeinture « manaw maheikdi dat » qui signifie la création artistique par la culture mentale. Ses référencesvisuelles, variant de la physique à l’ésotérisme bouddhique, de la culture populaire à la poésie, comprennent toutce qui fut à sa portée intellectuelle et spirituelle dans la Birmanie socialiste militaire de 1962 à 1988. Soninsistance sur la somme des héritages propres à cet espace-temps, de même que son dépassement descloisonnements conceptuels selon les disciplines, les frontières nationales ou les divisions chronologiques, exigeun récit conçu au regard des significations contextuelles, un récit adapté et affranchi du modèle prétendumentinternational de l’art euraméricain. Afin de proposer un récit sur comment il compta rendre manifestel’insaisissable selon les circonstances propres au contexte de sa vie, nous mettons l’accent sur les conditionsaccueillant la genèse et la diffusion de cette production artistique dite « la plus moderne de l’art moderne » enraison de sa dimension transnationale et transhistorique. À partir d’une sélection parmi plus de quatre milleoeuvres et de centaines de témoignages écrits et oraux recueillis, nous examinons non seulement la fabrication decette peinture qui reste aussi non étudiée en Birmanie qu’inconnue de la scène internationale, mais aussi lesmanières dont nous pouvons la lire et la voir. / A student at Rabindranath Tagore’s ashram in Śāntiniketan, India, Myanmar’s “father of modern art” BagyiAung Soe (1923/24–1990) embraced his Indian gurus’ concept of art and the artist. In the spirit of the laureate’shumanist universalism, he strove to picture Buddhist teachings. His signature idiom christened “manawmaheikdi dat”, which has yet to be studied in Myanmar and is virtually unknown at the international level, reliedon meditation to achieve advanced mental power in order to picture the most elemental components of allphenomena, and its visual references included all that was possibly accessible under socialist rule in Burma(1962–1988). With little regard for artistic conventions and categorisations according to discipline, nation andchronology, Aung Soe drew from the sum of artistic, intellectual and spiritual traditions defining his space andtime, varying from quantum physics to esoteric Buddhism, from popular culture to poetry. The nature of hisapproach, method and subject matter, coupled with his country’s exceptional circumstances, demands a newnarrative of art that is unfettered by the assumptions inherent to the purportedly international framework ofEuramerican modern art. Focusing on the contextual significances of the genesis and reception of manawmaheikdi dat painting, this dissertation examines the making, the reading and the seeing of this pictoriallanguage whose transnational and transhistorical dimension renders it “the most modern of modern art”. Basedon a selection of the artist’s works and writings, as well as witnesses of his life and practice, we attempt a storyof how he pictured and made manifest the formless on his own terms.

The conflict between the protected area and local people is a major challenge for conservation in developing countries. The conventional top-down approach has failed mainly due to the exclusion of local people in conservation. A new management approach that promotes local participation and reduces conflicts is necessary to achieve both conservation and development objectives. Using the case of Natma Taung National Park (NTNP) in Myanmar, this study investigates the relationship between the protected area and local indigenous people living in and around the park. The social-ecological coevolution model is applied to explore the inter-linkages between the protected area and local people. The empirical analyses focus on three main thematic areas: local land tenure system, livelihood dependency on forest resources, and traditional ecological knowledge (TEK) of local people. The comparative study design is used to analyse similarities and differences among the three indigenous communities living inside, bordering, and outside the national park. Based on this information, four management scenarios are developed and evaluated by using multi-criteria decision analysis.

No description available.

This study aims to provide an overview of the attitude toward mobile banking among early adopters in Myanmar. By conducting exploratory interviews with ten bank employees, factors that are important for the adoption of mobile banking were also identified. The qualitative method allowed factors beyond the existing technology adoption frameworks to emerge. From the results, it was concluded that the attitude toward mobile banking is overall positive among the early adopters. Findings were aligned with the Technology Acceptance Model (TAM), suggesting that perceived usefulness and perceived ease of use are important factors for the usage of mobile banking. Social influence did not show any consistent results, but external barriers such as regulations and cash-based society were evidently important factors for adoption. Moreover, experience showed to have an impact on the participants’ attitude and the adoption of mobile banking. The findings from this paper could work as a foundation when formulating future hypotheses for mobile banking adoption in Myanmar. Regarding practical contributions, banks can get an insight into what is important to focus on when designing a strategy to increase the rate of mobile banking adoption. For future research, it would be of interest to extend the sample and collect data from both users and non-users. / Denna studie syftar till att ge en övergripande bild av attityden mot mobila banktjänster bland tidiga användare i Myanmar. Genom explorativa intervjuer med tio bankanställda, identifierades också faktorer som är viktiga för att anamma mobila banktjänster. Den kvalitativa metoden möjliggjorde faktorer som ligger utanför de befintliga teoretiska ramverken att vara del av studien. Från resultaten drogs slutsatsen att attityden mot mobila banktjänster är övergripande positiv bland de tidiga användarna. Resultaten låg i linje med modellen Technology Acceptance Model (TAM), vilket tyder på att uppskattad användbarhet och uppskattad användarvänlighet är viktiga faktorer för anammandet av mobila banktjänster. Socialt inflytande visade inga konsekventa resultat, men externa barriärer som regleringar samt kontantbaserat samhälle visade sig vara viktiga faktorer för anammandet till mobila banktjänster. Dessutom påverkade erfarenhet deltagarnas attityd mot och anammandet av mobila banktjänster. Resultaten från denna rapport kan användas som en grund vid formulering av hypoteser i framtida forskning inom implementering av mobila banktjänster i Myanmar. Vad gäller det praktiska bidrag från denna studie, kan bankerna få en inblick i vad som är viktigt att fokusera på vid utformning av strategi för att öka användningen av mobila banktjänster. För framtida forskning vore det intressant att utöka urvalet av deltagare och samla in data från både användare och icke-användare.

This thesis aims to reveal the underlying reason behind the recent Rohingya conflict. This paper argues that, instead of only focusing on the ethnic and religious view of the Rohingya conflict, the geopolitical economic view of the conflict also needs to be addressed sincerely as the conflict has a long history and occurred in different political and economic conditions. From that purpose, this research analyses the recent Rohingya conflict from the perspective of the geopolitical economy of resources. It examines the role and activities of the Government of Myanmar and military force concerning the recent conflict. Besides that, this paper also examines the geopolitical economic interests of China and India in Rakhine state regards to their unwillingness to stop the conflict. In this study, secondary sources such as books, academic articles, reports of government and non-government organisations and the UCDP database have mainly been used for data collection, which is based on textual analysis. This thesis applies the concept of Resource, Resource curse, Resource war and Intrastate conflict along with the analytical framework ‘Vulnerability, risk and opportunity’ by Philippe Le Billon as a tool to explain and analyse the conflict. The research shows that the recent violent conflicts which forcedly displaced hundreds of thousands of the Rohingyas from their houses and destroyed many Rohingya villages in Rakhine state have a possible connection with the resources and economic opportunities that are present in the Rakhine state. There is a strong possibility that the resource and economic opportunities influence the GoM and military force to become involved in this conflict. Also, the resource and economic opportunities might prevent China and India from playing an active role to stop the conflict. The Rohingya crisis has been going on for decades now, yet it has not been solved. Also, there is no sign of solving the crisis soon. The geopolitical economic perspective of the conflict might be the answer to why the Rohingya crisis has not yet been solved.

Based on multi-method research with Class 11 students (aged 15-17) and their teachers at three English-medium, co-educational secondary schools in Delhi over nine months in 2013-14, this thesis explores how young people's understandings and experiences relate to national and international understandings of gender, sexuality and education. The thesis examines the interplay between institutional practices and students' agency within schools (drawing on Connell's 2000 framework), while I use the concept of ‘sexual learning' in order to consider young people's experiences both within and beyond the classroom (Thomson & Scott 1991). Study findings indicate the influence of concerns about adolescent sexuality on school curricula and on disciplinary practices, which sought to maintain gender segregation in co-educational spaces. The thesis also reveals the ways in which narratives of girlhood and masculinities shaped young people's lives; particularly in the wake of the December 2012 gang rape case in Delhi, these gender narratives were both contradicted and reinforced by seemingly ubiquitous stories of sexual violence. Stories of sexual violence also formed a source of gendered, risk-based sexual learning, which reinforced risk-based narratives of sexuality within formal and informal sources of sexual learning accessed by young people. The thesis also reveals heterosocial dynamics within school peer cultures as an important source of sexual learning. Students proved adept at negotiating assumptions about ‘appropriate' interactions such as idealized rakhi (brother-sister) relationships, and formed less restrictive heterosocial friendships and romantic relationships. In particular, stories about peer romances emerged as an alternative source of sexual learning, which undermined dominant risk-based narratives of young people's sexuality and offered more positive understandings of pleasure and intimacy. A key methodological contribution is the use of a narrative analytical framework in which Plummer's (1995) sexual stories are considered in terms of Andrews' (2014) political narratives. Using this framework, the thesis examines the text and context of ‘small stories' told within research encounters, and the interrelations between these micro-narratives and macro-narratives of gender, sexuality and education in post-liberalization India. This framework facilitates the examination of interrelations between local experiences and national and international understandings in the thesis. A key substantive contribution of the study is to address a lack of research on how young people learn about gender and sexuality in Indian schools. As the study largely captures the experiences of urban, middle-class young people, the thesis also contributes to the existing body of literature on middle-class experiences in post-liberalization India (e.g. Gilbertson 2014; Sancho 2012; Donner & De Neve 2011; Lukose 2009), and specifically underlines the importance of education as a site for middle-class young people's negotiation of gendered and sexual politics.

This thesis describes a collaborative Action Research project that works to improve the quality of English language teaching (ELT) and learning in a public sector university in Pakistan. It demonstrates how teachers and students can take responsibility for engaging in active learning and teaching by developing their roles beyond traditional models of teaching and learning. The findings of the study are validated through critical thinking, the active critique of colleagues and students who participated in the study, reflection on critical aspects of data collection and by contextualising findings within existing literature. The thesis comprises eight chapters. Chapter one provides an introduction. It presents the overall organization of the thesis. This includes the aims of the study, rationale of the research, brief overview of methodology and the structure of the thesis. In chapter two, the literature review focuses on the defining factors of large class teaching and learning. Much of the research on large classes is written in the context of the West and has limited application to the problems of developing countries. Existing literature suggests a need for further work on large class teaching and learning in the developing world. In chapter three I present the Context of the Study. I provide an historical overview of language policies in Pakistan which have influenced the educational structure and the development of the country. The status and importance of the English language in Pakistan is highlighted. I outline the classification of various English language teaching institutes in Pakistan. The chapter concludes with an account of teaching and learning and the sociopolitical conditions that affect the educational process at University of Sindh, Jamshoro Pakistan (UoSJP), the site of the project. Chapter four discusses the methodology of the study. It is divided into two sections. In section one I outline the rationale behind the choice of Action Research as a methodological framework for an intervention strategy. In the second section, I discuss the research design, and various data collection tools used for the study. In chapter five, I discuss the first reconnaissance phase of data collection. This has several foci: the teaching methods currently used in large classes at UoSJP; the students and teachers perceptions of ELT and the socio-political conditions that affect teaching and learning. Overall this chapter exposes the complexities involved in teaching at UoSJP and provides the basis for developing an intervention strategy. Chapter six presents the intervention phase of the action research strategy aimed at introducing cooperative practices. It contains the narrative of how a new teaching strategy was planned and collaboratively conducted in two different classes. Chapter seven focuses on the findings of the research and the analysis of data. I also reflect on the key emerging themes of both phases of the project. Evaluation criteria in action research are also discussed along with the monitoring strategy. The final chapter looks at the future implications of the study and offers practical guidelines on the management of large classes. There is a concluding reflection on critical issues that might affect future research. The thesis promotes ‘learner-focused' teaching through critical reflection on professional practice. The study also suggests how students can be empowered to take control of their own learning, by giving them autonomy and, by creating a socially just and democratic atmosphere in class. It also shows how large classes, exceeding a hundred students, can be managed by changing teaching methods and by increasing students' participation through group learning and the deployment of group leaders.

The focus of this study is to understand how policies to decentralize governance have affected the primary education sector in Bangladesh with specific reference to non-state schools. Decentralizing education has emerged as an important strategic tool to reform and enhance education quality globally. The study analyzes the relationship between the state and non-state primary education providers in the context of education reforms delivered via decentralization. The investigation used a qualitative case study approach with respondents residing and working in Gopalpur, a small township 125 km away from the capital of Bangladesh, Dhaka. Three categories of school-level actors were interviewed - School Management Committee (SMC) members, head teachers and teachers within two types of schools: Registered Non-Government Primary Schools (RNGPS) and Quomi madrassas. A primary focus of the study is to explore what the basic comprehension of the respondents regarding concepts and the implications of decentralization. The findings indicate that most of the school-level actors interviewed in the Gopalpur area were in fact familiar with the concepts of decentralization and related to it as an act of transfer of power and participatory education processes. The study further revealed that most of the RNGPS respondents supported policy guidelines and directives from the state, which is based on deconcentration, while the Quomi madrassas preferred delegated space. The research also explored the operational relationship between state and non-state providers in terms of two specific aspects. The first aspect was the relationship between state and non-state providers in three specific areas: the SMCs, monitoring activities and the training of education personnel with a focus on teachers. The other aspect involves the extent of trust and respect displayed from the center towards the school-level actors. The SMCs apparently do not feel motivated to be proactive in schools‘ affairs due to limited scope as dictated by the state and lack of authority to hold the school administrations accountable for their actions. However, Quomi Madrassa Management Committees (MMC) is very involved and act as effective mediators on behalf of the community as well as madrassas. In regards to monitoring and training inputs, the state‘s centralized system does not produce far-reaching enough results according to the RNGPS respondents. This study also investigated the mindset of officials belonging to the DPE (Directorate of Primary Education) and MOPME (Ministry of Primary & Mass Education) towards the school-level actors, which are characterized by lack of mutual trust and respect. This study reveals that given the diverse nature of non-state providers, each category of non-state providers has its own historical origins and its own understanding and approaches towards the state. The study also shows that SMCs, monitoring and training sub-systems within the governance play an important role in defining operational relationship between the state and non-state providers. The findings and analyses included herein contribute to the current policy discourse on decentralizing education in Bangladesh within the context of non-state providers and their relationship in operational terms with the state. It adds to more informed and participatory policy formulation and planning processes. Along this process, it serves to inform policy makers, school-level actors and researchers about the value of collective ownership of the policy discourse through meaningful dialogue.