British Approach Research Articles

British Identities and English Renaissance Literature (review)

Reviewed by: British Identities and English Renaissance Literature Jim Smyth British Identities and English Renaissance Literature. By Baker and Maley (eds.). : Cambridge University Press, 2002. In perhaps the most sucessful essay in this volume, “Orrery’s Ireland and the British Problem, 1641–1679’” John Kerrigan notes that Roger Boyle, Baron Broghill’s (as he was known before being raised to the earldom of Orrery in 1660), “acquaintance with poets was extensive and archipelagic.” But he also draws attention to the limits of that acquaintance. Boyle was unaware, it seems, that one of the tenants on the Boyle estates in Ireland (for his lands were archipelagic in scope as well). This was poet Piarais Feiritéir; or at least he knew of him as a rebel’ but not as a poet, because even though Feiritéir composed “some of the finest verse of the age” (200), he wrote in Irish. Boyle’s ignorance of, and indifference towards, gaelic tradition, together with Kerrigan’s use of the term “archipelagic,” bring us to the roots of the problem with the “British problem,” and with this book. It is by now almost trite to observe that the problem begins with the lack of an acceptable, neutral, nomenclature to describe Great Britain and Ireland. Much of Ireland for much of the time during the early modern period lay under effective British jurisdiction, but that blindingly obvious and overridingly important historical fact is not sufficient to persuade any Irish nationalist or some Irish historians that Ireland should therefore be designated British. It was with predictable Irish objections in mind that John Pocock, often credited with being the “onlie begetter” of the “New British History,” coined the term “Atlantic Archipelago.” But while this coinage enjoys the advantage of been value free and thus inoffensive, it has the disadvantage of being anachronistic. Neither Orrery nor any of his contemporaries thought of themselves as inhabiting an archipelago. Other historians have tried “The Isles” and “these islands.” Others, still, persist in conflating “Britain” with “England.” And then there used to be the “Celtic Fringe,” otherwise known as Wales, Scotland and Ireland. Remarkably, in a book inspired by the “New British History,” one of whose editors is himself a Fringe-dweller, terminological question-marks arise as early as the title, in which identities are British and literature is English. Yet the title is accurate insofar as the essayists, like Orrery before them, are not concerned with non-English literature in these islands. Pocock, as we have seen, is well aware of the difficulties; indeed he characterizes the New British History as the history of a problematic. Moreover, a British perspective on early modern literature raises particular problems of its own. In a perceptive preamble to his discussion of Shakespeare’s I Henry IV, Matthew Greenfield notes that while a British approach taps “some of the prestige and intellectual energy of post-colonial cultural criticism [it] has also narrowed as well as opened the canon.” Thus The Tempest lends itself to colonial discourse, and Spenser’s View of the Present State of Ireland has a British context, but, Greenfield suggests, until the new approach extends to, say, Twelfth Night, then “the problem of British identity [will remain] a thematic question rather than a structural feature of literary institutions, like the professional theatres and the pamphlet market” (71–2). Andrew Murphy, in a piece which directly addresses the impact—usually delayed—of historiography on literary scholarship, cautions against any wholesale adoption of the New British model by reminding us of the continuing purchase of the “Atlanticist” paradigm. According to that view Ireland is best understood as England’s first colony, en route to America. However, instead of choosing between these positions, Murphy sensibly argues that the Kingdom of Ireland, a constituent of the British composite monarchy, should be integrated conceptually with Ireland the mid-Atlantic colony. A willingness to “complicate productively” (33), as Murphy puts it, animates several of the contributions to this book—without, it is a relief to report, willful obfuscation. There are many ways to read, and write about, literature, including the obfuscationary, and this book scarcely represents the first encounter between literary criticism and historiography. Still, in their introduction...

Positive Touch and massage in the neonatal unit: a British approach

There is now a general trend towards a more baby friendly, family centred approach in the Neonatal Unit. Aspects of that approach–including positive touch and massage– are gaining in popularity. This has caused much debate due to the ambiguity surrounding the implementation and validity of the interventions. Here the impact of these complementary practices (not to be confused with complementary therapies) is discussed. A review of the author's approach and potential guidelines for implementation is provided.

Public–private partnerships: lessons from the British approach

British governments have for many years sought to move activities from the public to the private sector. For the past decade, this has included the provision of public services not only operated but also financed by the private sector. In 2000, these private finance initiative (PFI) projects were incorporated into a wider programme of public–private partnerships (PPPs). Compared to conventionally financed procurement, the PFI approach has brought both benefits and costs. The balance of advantage is often unclear, and at the strategic level the main drivers appear still to be ideology and accounting. However in its practical application many useful lessons have been drawn and applied.

Taking Control of their Lives? Agency in Young Adult Transitions in England and the New Germany

The present article provides an overview of findings from the UK Economic and Social Research Council's Youth Citizenship and Social Change Project on how young adults experience control and exercise agency in differing socioeconomic environments. The research builds on previous Anglo-German and UK studies (Bynner & Roberts, 1991; Evans & Heinz, 1994; Evans et al ., 2000), which have contrasted the regulated German and unregulated British approaches to transitions into the labour market. In the present new study, the ways in which social changes have impacted on the lives of individuals have been central to the rationale. The Eastern and Western parts of Germany shared a common culture but operated totally different socioeconomic systems during communism. West Germany and Britain had different versions of the same socioeconomic system, but different cultural histories. Britain and Eastern Germany have experienced, from different starting points, strong effects of market forces and deregulation of previous systems. Government policy in both countries is now focused on 'people taking control of their own lives'. The present research has explored comparatively the life experiences of 900 young adults in the under-researched 18-25 years age group. The sample, drawn from the three cities of Derby, Hannover and Leipzig, consisted of 300 students in higher education, 300 unemployed and 300 employed young people. Three research fieldworkers from the areas under study brought local knowledge and experience to the research process: Claire Woolley in Derby, Martina Behrens in Hannover, and Jens Kaluza in Leipzig. Peter Rudd and the National Foundation of Educational Research collaborated in the design and organization of the databases and the analysis of data. In answering the question posed in the title, the research has shown 18-25 year olds to be struggling to take control of their lives, while the effects of those struggles are bounded in important ways by wider societal features as well as social background and institutional environments. The range of empirical encounters with young adults in the chosen 'terrains' has led to the development of the concept of bounded agency to explore and explain experiences of control and personal agency of 18-25 year olds in the settings of higher education, employment, unemployment and in their personal lives.

Leprosy in colonial south India: medicine and confinement

Acknowledgements List of Abbreviations Introduction Indian and British Concepts of Leprosy and of the Leprosy Sufferer Patient or Prisoner? Leprosy Sufferers in British Institutional Care Colonial Medicine in the Indigenous Context Leprosy Treatment: Indigenous and British Approaches Leprosy Research and the Development of Colonial Medical Science The Politics of Leprosy Control Confining Leprosy Sufferers: The Lepers Act Conclusion Notes Biographies Bibliography Index

Natural history of parasitic disease. Patrick Manson's philosophical method.

A distinct British approach to disease in the tropics has been identified in the recent historiography of colonial medicine: Mansonian tropical medicine, named after Sir Patrick Manson (1844-1922), the founder of the London School of Tropical Medicine. This essay examines Manson's study of filariasis (infection with the filarial nematode worm) and argues that his conceptual tools and research framework were derived from contemporary natural history. It investigates Manson's training in natural history at the University of Aberdeen, where some of his teachers were closely associated with transcendental biology. The concepts of perfect adaptation and the harmony of nature were crucial to the formulation of his research problematic. This essay demonstrates that biogeographical concepts played an important part in Manson's research methodology. It also investigates how Manson's natural historical approach contributed to the making of so-called Mansonian tropical medicine.

Divergent Paths to Drug Regulation in the United States and the United Kingdom

Significant differences in the availability of new medicines in the United States and the United Kingdom became apparent in the 1970s. This article examines the history of drug regulation in the two countries and argues that the divergence was the result of distinctive regulatory approaches that emerged simultaneously throughout the twentieth century. The British approach was based largely on informal, nonstatutory controls, while the American approach relied heavily on centralized regulatory controls. The article argues that the nature of business-government relations has played a significant role in the divergence. The impact of these divergent approaches is apparent in the contemporary regulatory framework, especially with respect to determining the effectiveness of new drugs.

Cue for Passion: on the Dynamics of Shakespearean Acting

Critics and scholars continue to delve assiduously into the literary nuances of Shakespeare's plays, and increasingly the Theatre Studies community pursues the task of documenting performance. But the dynamics of Shakespearean acting continue to be fogged by ideologies and assumptions dating back to the debate between Alfred Harbage and Bertram Joseph in the early post-war period, and to even earlier disputes between inspirational and intellectual interpretations. Here, director and critic Charles Marowitz looks retrospectively at the problem by exploring the living constituents of the actor's art as it grapples with the canon, touching in the process on acting styles from the seventeenth century to the present, and on the divergence between American and British approaches. During his years in England, Charles Marowitz founded the Open Space Theatre and was a close collaborator with Peter Brook at the Royal Shakespeare Company, notably during the Theatre of Cruelty season. He has published two dozen books on a variety of theatrical subjects, the most recent being Stage Dust: a Critic's Cultural Scrapbook from the 1990s (Scarecrow Press) and Roar of the Canon: Kott and Marowitz on Shakespeare (Applause Books). He is currently Artistic Director of the Malibu Stage Company in California.

British Approaches to Military Obedience

British Approaches to Military Obedience

The New Jersey Famine Curriculum: A Report

The one duty we owe to history is to rewrite it. OSCAR WILDE Is 1995, when first learned that New Jersey Education Commission had been empowered by legislature to consider course materials on wide range of genocides, contacted Dr. Paul Winkler, Executive Director of Commission, and asked him if Great Irish Famine could be included. He immediately asked me, Are you claiming genocide? said, I would like teachers and students to make up their own minds. He agreed, and encouraged development of our Irish Famine Curriculum. The 116-page curriculum is available on Web site of Nebraska Department of Education. Any teacher or student with a computer and modem can read, print, or download all of it using HTML or PDF formats. The Illinois, Colorado, New Jersey, Massachusetts, and Idaho Departments of Education have linked to curriculum on Nebraska site, along with National Archives of Republic of Ireland and Gateway to Educational Materials (GEM) at Syracuse University. The curriculum is indexed by Educational Resources Information Center (ERIC) at Indiana University, which has distributed microfiche copies to one thousand subscribing college and university libraries. The New Jersey curriculum was approved by state Commission on 10 September 1996 and distributed to state schools. The following month, New York Governor George Pataki signed a law mandating instruction on mass starvation in Ireland. The Sunday Times of London responded on 13 October with a staff editorial entitled An Irish Hell, but not a which stated: To compare, as Mr. Pataki has done, Britain's policy to that of Hitler towards Jews is as unhistorical as it is offensive. Not least to Jews, tragedy of whose is necessarily lessened by comparison with an Irish catastrophe that was neither premeditated nor man-made. Yet Governor Pataki had not compared Great Famine to in either his written or spoken remarks. A week later, British Ambassador John Kerr wrote to Pataki, saying: It seems to me rather insulting to many millions who suffered and died in concentration camps across Europe to imply that their man-made fate was in any way analogous to natural disaster in Ireland a century before. The Famine, unlike Holocaust, was not deliberate, not premeditated, not man-made, not genocide, (1) On 10 March 1997 Washington Times published a full-page Insight magazine editorial deriding Pataki as the greatest liar in America and ridiculing idea of Irish Famine education. You say Potato, They say Holocaust was illustrated by a photograph of a potato wrapped in barbed wire. On 26 August, Boston Globe published Unnecessary Curriculum Bill, attacking Massachusetts State Senator Warren Tolman for promoting instruction on Great Irish Famine, Armenian Genocide, and Holocaust: As Tolman bill is now worded, teachers might be encouraged to treat Irish famine on same level of moral depravity as Armenian genocide and Holocaust. That would be a misreading of historical record. While British approach to mass starvation was often brutal, arrogant and unfeeling, no state-run death camps disfigured Irish countryside. The argument that classroom discussion of mass starvation should be discouraged because British behavior did not match barbarity of Nazis during is central to all objections against famine education. Because is best documented, most systematic, cruel, and ruthless genocide of twentieth century, it has almost become very definition of genocide. Opponents of famine education raise with intention of demonstrating that, if Great Irish Famine was not comparable (no state-run death camps), then famine was not a matter of genocide. …

Setting the next agenda? British and French approaches to the second pillar of the Common Agricultural Policy

The paper examines the key new discretionary features of the Common Agricultural Policy (CAP) after the Agenda 2000 reforms. These include the possibilities for reallocating a proportion of farmers’ direct payments and the implementation of the Rural Development Regulation, hailed by the European Commission as the new ‘second pillar’ to the CAP. The paper compares and contrasts the ways in which Britain and France are taking a lead in using these features, according to their distinctive national agricultural agendas and rural priorities, and considers the implications for the future development of European policy.

British defence doctrine and the British approach to military operations

British defence doctrine and the British approach to military operations

Money and Meaning in India and Great Britain

This article compares and contrasts the discourses of money and property in India and Great Britain. Whereas the Indian concept of money reflects a polymorphic philosophy, the British approach is dualistic in nature. A comparison of Indian and British texts brings out the extraverted nature of the British versus the introverted nature of the Indians. Whereas the British use an external referential context to define money, the Indians use an internal frame of reference, and while the British dialogue focuses on the good or evil nature of money, the Indian approach concentrates on money as experiential, from the vantage of the user. Although both British and Indian thought focus on the importance of saving money, they differ from one another in the greater British emphasis on accumulation. Both Indian and British approaches to money reflect a positive attitude toward giving.

Heading South! Importing Discourse Analysis

Postmodern critiques problematise the import of social psychology into non-western contexts on epistemological and ideological grounds. Yet, British approaches to the discipline remain popular with critical social psychologists in South Africa. One such import product is discourse analysis, which, as a “postmodern” social psychology, seemingly resolves challenges of “intellectual colonialism” by endorsing a constructionist understanding of social psychological phenomena. However, by extending a conception of language into a discursive ontology enables only a partial social psychological understanding of the often insidious nature of experience and social conduct even when discourses change. What is required is an understanding of these aspects of social agency as also pre-reflexively and non-propositionally patterned, making necessary a conception of culture that works, so to speak, directly on the body. This remains impossible in a theoretical system that has to fall back on the notions of reflexivity and ideology in order to explain the social and political determination of experience and meaningful conduct.

Allocating Research Infrastructure Grants in Post-binary Higher Education Systems: British and Australian approaches

Technical and political difficulties involved in allocating block infrastructure research grants to institutions in large, post-binary higher education systems are identified through consideration of the operation of the British Research Assessment Exercise (RAE) and the Australian Composite Index used for allocation of the Research Quantum. These two mechanisms use distinctively different assessment approaches but each provides the basis for annual allocations of substantial public funds. Both have generated considerable controversy, involved their institutions and their staffs in considerable additional work and effort, and led to various unintended consequences, especially affecting institutional and researcher behaviour. While the RAE and the Research Quantum have limited objectives, comparison with other national systems of research assessment raises the possibility of the design of assessment systems that could perform a variety of purposes, including allocation of block research grants, quality assurance and public accountability, informing national research policy, and international benchmarking.

Innovativeness in British and French construction: the evidence from Transmanche-Link

This paper addresses the ‘innovativeness’ (the extent to which the design of the organization facilitates or inhibits innovation) of French and British project organizations. Following a review of the literature on organization design and innovativeness, data from a comparative organizational assessment of the British and French approaches to managing the Channel Tunnel construction project by Transmanche-Link are presented. These show that the British approach could well have less capacity for innovation than the French. The available evidence on the relative levels of innovation on the two sides of the Channel Tunnel are reviewed, showing that the predicted effects are found.

Introduction – the competency movement: its origins and impact on the public sector

This introduction seeks to locate the origins of the competency management in American and British management concerns with declining international competitiveness and the need for more efficient and effective managers. It examines the distinctive American and British approaches and identifies and defines the ideas, concepts and techniques associated with competency in each country. The transfer of these ideas and practices into the public sector accompanied the spread of new public management, which has increased throughout the 1990s. The movement is now an international one prompted by both the OECD and the management consultancy industry. The process of adoption and implementation has tended to be pragmatic and ad hoc but evidence suggests it is now becoming an important vehicle for organisational cultural change. This introduction provides the backdrop for the remaining five articles in this special issue of the journal, which illustrate both developments in theory and practice of competency‐based management within public services.

Defending the ‘postwar petroleum order’: The US, Britain and the 1954 Saudi‐Onassis Tanker deal

During the early Cold War, Britain and the US fashioned a set of arrangements described collectively in this article as the ‘postwar petroleum order’, which appropriated Persian Gulf oil to fuel European reconstruction and defence. When Saudi Arabia organized a state oil‐tanker company with Aristotle Onassis in 1954, it challenged the terms of those arrangements. The affair provides a case study in contrasting British and American approaches towards oil diplomacy and Arab nationalism. Whereas London crusaded for an Anglo‐American campaign to abolish the Saudi‐Onassis company, Washington wanted the Arabian‐American Oil Company to accomplish the same objective by providing financial incentives to King Sa'ud's government.

Problem Solving as a Means toward Mathematics for All: An Exploratory Look through a Class Lens

ion From Contexts Because the open problems could be explored in various ways, students could take unexpected approaches. Although this openness is not necessarily problematic, in this study I raise questions about complications that can arise if, as Bernstein (1975) and Holland (1981) argued, lower SES students have a contextualized orientation toward meanings. Many of the CMP problems set in realistic situations, and these contexts often effective motivators, prompting students to delve into the problems. Whereas the higher SES students seemed able and inclined to pull back from the context and analyze the intended mathematical ideas involved, the lower SES students seemed to focus more on the real-world constraints involved with the contexts as they solved the problems, thereby missing some of the intended mathematical ideas. Usually the lower SES students' thinking about these real-world constraints was very sensible, and I (and the other CMP authors) did want students 6Additionally, Kohr et al. (1988) found that SES correlates with students' general self-esteem in school (more so than race or gender). 7Again, in this study I say nothing about the published versions of the CMP curriculum. The CMP problems gained clarity with each revision, and, therefore, all students' struggles with the open nature of the problems would probably have been lessened if the published CMP materials had been used. The issue raised in this study is SES-related differences in students' reactions to open, contextualized curricular problems, in general. This content downloaded from 157.55.39.163 on Wed, 21 Sep 2016 05:58:33 UTC All use subject to http://about.jstor.org/terms Sarah Theule Lubienski 477 to be able to think about mathematical ideas in the messy, real-world contexts in which they are often embedded. But these contextualized problems primarily intended to be a means of learning more general mathematical ideas that could then be applied in other contexts. The tendency for the lower SES students to focus on the immediate context, as well as their desire for more specific teacher direction for their mathematical thinking and less intrinsic interest in understanding the mathematics for its own sake, seemed to contribute to the lower SES students' tendencies to become stuck8 in the contexts. Hence, although students with more of a contextualized orientation toward meaning might be expected to benefit from contextualized mathematics problems, in this study I raise questions about possible drawbacks of contextualized problems in the curriculum. Other researchers recently raised similar questions about the fairness of contextualized mathematics assessment items. In comparing British workingand middle-class students' approaches to standardized test items, Cooper, Dunne, and Rodgers (1997) found that class differences greater on questions involving realistic situations. In examining these differences, they discovered that the contexts obstacles for working-class students, who approached the problems in heavily context-laden ways unintended by test writers. Ball (1995) raised additional equity issues surrounding the use of realistic contexts. She suggested that teaching mathematics through real-world problems can pose difficulties because of (a) differences in students' interpretations and approaches and (b) uneven access to relevant contextual knowledge. In her classroom experience, Ball found that abstract mathematical contexts often seemed more inclusive, giving students a sense of common understanding and purpose. When her students explored real-world problems, they were distracted, or confused, or the differences among them accentuated in ways that diminished the sense of collective purpose and joint work (p. 672). Although students need to become able and inclined to critically analyze realworld problems, particularly those involving inequities, I question whether these problems are equitable means of building the mathematical understandings necessary for such critical analyses.

The British Approach to Psychiatric Rehabilitation

The British Approach to Psychiatric Rehabilitation