Lyndon Johnson's War? Part 1: Escalation

At the beginning of 1964 there were around 20,000 US military ‘advisers’ in South Vietnam, working alongside the South Vietnamese army in the latter's campaign against the communist guerrillas, led and supplied by the government of North Vietnam. By the summer of 1965 there were 125,000 American troops in the country, with more pledged for future deployment. Most of these were not ‘advisers’, but combat forces openly engaged in fighting the communists. In addition, since March 1965, a sustained American bombing campaign had been waged against targets in North Vietnam. This transformation in the nature of the American commitment to South Vietnam had been brought about by two factors: the continued weakness of South Vietnamese governments as military and civilians struggled for control; and the growing strength and success of the communist guerrillas. South Vietnam was regarded as a vital American interest for two reasons: it was perceived as a test of US resolution throughout the rest of the world; and, following the famous ‘domino theory’, it was believed that the loss of South Vietnam to communism would precipitate the weakening and eventual collapse of other non‐communist states in the region. Although there was opposition to the escalation of the war, both in Congress and the administration, there were also voices notably in the military, who wished to press on further and faster. The administration adopted a middle course, gradually increasing its commitment and continually planning for the next step. Although political motives undoubtedly played a part in this more measured approach—there was a presidential election in November 1964—it is clear that President Johnson was not at all convinced that any policy he chose would save South Vietnam. At the same time, he feared the consequences of withdrawal, both at home and abroad. A deeply insecure man, he allowed himself to be persuaded by his principal advisers, to whom he felt indebted for personal as well as political reasons.     

Producing the Future: Getting To Be British

Enduring struggles between different historical capitalisms are concretely instantiated in the British "colony" in Porto, Portugal. In contention is the future of the community and its identity as a venerable port merchant or multinational corporate enclave. Residents, both long- and short-term, work to produce the future place and identity of their children. Church, club, and—above all—schools are the focus of their clashes and also of this essay, as it explores the articulation of practices that help to produce those futures.     

Fighting over the Forests: Environmental Conflict and Decision‐making Capacity in Forest Planning Processes

This paper tells a story of environmental conflict and the attempted political resolution of issues of planning for native forests in Western Australia. It refers to the Western Australian Regional Forest Agreement and Draft Forest Management Plan processes to demonstrate how a range of actors utilise vari‐ous discourses and network relations in attempts to influence governmental decision‐making capacity. Adapting elements of a model of capacity‐building for environmental decision‐making, the paper indicates how traditional exclusionary decision networks serve to inhibit decision capacity, whilst more inclusive processes may be more likely to cope with challenges of reconciling multiple values and decision‐making for managing the forests in the interests of society as a whole.     

Head Start's Comparative Advantage: Myth or Reality?

In recent years, Head Start's prominent role in preparing low‐income 4‐year‐olds for school has been affected by rapid growth in state‐funded pre‐K programs, some of which are based in public schools. This has led to questions about the comparative advantages of these two approaches to early education. An analysis of data from Tulsa, Oklahoma, indicates that the school‐based pre‐K program is more effective in improving early literacy outcomes, while Head Start is more effective in improving health outcomes. The two programs are comparable with regard to early math learning. Social–emotional effects are more subtle, but the school‐based pre‐K program has demonstrable positive effects, while the Head Start program does not.     

Domestic and wild ungulate dietary traits at Kouphovouno (Sparta,Greece): implications for livestock management and paleoenvironment in the Neolithic

The objective for this study is to explore interspecific variations in domestic and wild ungulate diets and management at the Neolithic site of Kouphovouno (Sparta, southern Greece). We tested four hypotheses related to environmental context and livestock management using, for the first time, a combination of mesowear and microwear analyses on a Neolithic site. We identified interspecific differences between ungulate taxa, especially between wild and domestic ungulates, however there is no significant difference between Ovis and Capra. There is no diachronic change in diet from the Middle Neolithic to the Late Neolithic. Changes in animal utilization are not reflected in their diet. Whatever the purpose of the husbandry, animals had access to the same food resources. The study of dental wear patterns gave some insights regarding the management practices for the domestic livestock as well as paleoenvironment through the study of wild ungulates.     

Early parenting and the urban experience: risk,community, play and embodiment in an East London neighbourhood

This article will critically examine theories of risk – referred to in this article as ‘pro-risk’ – as applied to parenting cultures in the UK through a case study of early years parenting, based in Walhamstow, East London. Common to all of these theories is an assertion that children are over-parented – a product of economic, social and cultural changes such as the decline of community as well as theories of child-centred parenting. Through the close examination of two examples where risk and community were contested, the article will argue that missing from these theories is an understanding of the embodiments of early years parenting, which underpin the way that parents handle the tensions between risk and development. Further, that parents sought to militate against isolation and the decline of community through local parenting networks.