Bush School Research Articles

The Bush School of Government and Public Service at Texas A&M University http://bush.tamu.edu

Policy Studies JournalVolume 33, Issue 3 p. 493-495 The Bush School of Government and Public Service at Texas A&M University http://bush.tamu.edu First published: 26 July 2005 https://doi.org/10.1111/j.1541-0072.2005.00128.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume33, Issue3August 2005Pages 493-495 RelatedInformation

Editor's Notes

Editor's Notes

Governance and public management, an introduction

Journal of Policy Analysis and ManagementVolume 23, Issue 1 p. 3-11 Governance and public management, an introduction Carolyn J. Hill, Carolyn J. Hill Georgetown Public Policy Institute, Georgetown UniversitySearch for more papers by this authorLaurence E. Lynn Jr., Laurence E. Lynn Jr. George Bush School of Government and Public Service, Texas A&M UniversitySearch for more papers by this author Carolyn J. Hill, Carolyn J. Hill Georgetown Public Policy Institute, Georgetown UniversitySearch for more papers by this authorLaurence E. Lynn Jr., Laurence E. Lynn Jr. George Bush School of Government and Public Service, Texas A&M UniversitySearch for more papers by this author First published: 26 November 2003 https://doi.org/10.1002/pam.10175Citations: 26AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume23, Issue1Winter 2004Pages 3-11 RelatedInformation

Innocent until nominated: the breakdown of the presidential appointments process

According to outspoken presidential scholar Cal Mackenzie, the presidential appointments process is a national disgrace. It encourages bullies and emboldens demagogues, silences the voices of responsibility, and nourishes the lowest forms of partisan combat. It uses innocent citizens as pawns in the petty games of politicians and stains the reputations of good people. It routinely violates fundamental democratic principles, undermines the quality and consistency of public management, and breaches simple decency. In short, at a time when the quality of political leadership in government matters more than ever, the procedures for ensuring that quality are less reliable than ever. How did we get into this distressing condition? What is wrong with the current appointments process? And, most important, what can we do to fix it? Innocent Until Nominated brings together ten of the country's leading scholars of government and politics to explore recent changes in the presidential appointments process and their effects on the ability of contemporary presidents to recruit and retain talented leaders. Each chapter provides a special focus on a range of topics including presidential transitions, the obstacle course of Senate confirmation, the morass of forms and questionnaires, and the exasperating, exhausting, and humiliating experiences of recent appointees. For scholars, students, and potential presidential recruits, the book offers a candid and revealing look at the failures of the appointments process...and how it has become a serious impediment to effective leadership of the executive branch. Contributors include Sarah A. Binder (Brookings Institution and George Washington University), E. J. Dionne Jr. (Brookings Institution and Washington Post), George C. Edwards III (Bush School of Government and Public Service, Texas A& M University), Stephen Hess (Brookings Institution), Judith M. Labiner (Brookings Institution), Paul C. Light (Brookings Institution), Burdett Loomis (Robert J. Dole Institute for Public Service and Public Policy at the University of Kansas), James P. Pfiffner (George Mason University), and Terry Sullivan (University of North Carolina at Chapel Hill and James A. Baker III Institute for Public Policy).

Information overload

Unlimited access to the Internet and the widespread availability of both full‐text electronic resources and printed materials in many academic libraries offer almost unrestricted access to users for their research and curriculum needs. Yet the overwhelming availability and supply of information forces users to sort and filter through the wealth of information and sometimes make educated guesses regarding their validity and reliability. In order to determine user priorities and preferences for information resources and their selection criteria, questionnaires were distributed to faculty, graduate, and selected upper‐level undergraduate students of the Departments of Economics, Political Science, and the George Bush School of Government and Public Service at Texas A&M University. The survey results show that for scholarly research or serious curriculum needs the use of printed materials is still popular among faculty and graduate students, while undergraduates primarily prefer to use Internet services.

A necessary conjunction: Dockar-Drysdale and Winnicott

This paper examines the professional relationship and mutual influence of Winnicott and Dockar-Drysdale, particularly in relation to the development of the therapeutic principles underlying the treatment philosophy of the Mulberry Bush School. The first half of the paper considers evolving notions of therapeutic need and the provision of opportunities of regressive experience for unintegrated children in a residential setting. The second half considers the implications of this provision in the thinking of both, in terms of the organizational structure, staff consultation and demands of and on the support network.

Municipal Reinvention: Managerial Values and Diffusion among Municipalities

Municipal Reinvention: Managerial Values and Diffusion among Municipalities

Minding the child

The Mulberry Bush is a residential special school in Oxfordshire. Founded in 1948, it caters for children of primary age (5–12) with severe emotional damage due to the accumulation of adverse experiences in infancy and early childhood. Children usually stay at the school for 3–4 years. The aim is to prepare them to return home or to live with adoptive or foster families by the time of secondary school transfer. The therapeutic philosophy of the school is based on psychodynamic principles and understanding. This emphasizes the importance of individual adult–child relationship building, and of allowing a child's expression of unmet dependency needs in a safe environment. The article describes the legacy of the school's founder and first principal, Barbara Dockar-Drysdale, and was originally given as a lecture before an invited audience of the Friends of The Mulberry Bush School in January 2001.

JSTOR

The mission of the recently established Policy Sciences & Economics Library (PSEL) at Texas A&M University is to provide access to research materials primarily via electronic format for the students, faculty, and staff of the Departments of Economics and Political Science and the George Bush School of Government and Public Service. Because PSEL has a specialized clientele, a restricted budget, and limited space, JSTOR, available via site license for users on the World Wide Web, provided an innovative solution to PSEL's unique needs by offering online access to the complete back issues of over sixty full-text scholarly journals in various disciplines. The authors focused on the use of JSTOR's economics, finance, political science and sociology journals at PSEL, as well as other disciplines campus-wide. JSTOR's Web statistics provided data on the number of enquires, items examined and the usage levels per time period. Based on the data, the authors made future recommendations to the library administration regarding electronic journals.

Playing on the Mother Ground: Cultural Routines for Children's Development

1. Studying Child Development in Kpelle Society 2. Cultural Routines for Children's Development 3. The Research Setting 4. Kpelle Work 5. Parents, Children, and Make-Believe 6. Games and Models 7. Dances, Songs, Stories, Proverbs, and the Acquisition of Values 8. Children's Work 9. Apprenticeship and Bush School as Formal Education 10. The Kwii Way

Electronic and traditional sources for a newly established branch library: product availability and user preferences

For libraries, the trend toward electronic publishing of journals holds out the promise of greater availability of these materials without regard to physical location either of the collection or the patron. The establishment of the Policy Sciences and Economics Library (PSEL), as a branch of the Sterling C. Evans Library at Texas A&M University, was an opportunity to test this hypothesis. In concert with faculty from the departments of political science, economics and the George Bush School of Government and Public Service, reference and collection development librarians developed a core collection for this facility. The librarians hoped to be able to rely primarily on electronic journals to satisfy initial faculty research needs. However, a review of journals requested by the faculty served at PSEL revealed that not enough of these titles were available electronically. Further, what was available electronically often did not include the full‐text, cover‐to‐cover completeness necessary. Faculty preferences remain for the print versions, citing problems with coverage, reliability and accessibility of electronic journals.

Managing aggression and violence at the Mulberry Bush School

The aim of this paper is to provide one perspective on managing aggression and violence based upon experiences at the Mulberry Bush School. The school provides education for severely emotionally troubled young children aged from 5 to 11 years. Many have been victims of neglect or of physical, emotional or sexual abuse. They arrive with an experience of life marked by highly inconsistent, intermittent or absent caring and nurturing. Case studies are presented which provide some indication of the approach that is adopted involving interrupting and diverting aggressive behaviour, as well as helping the child to understand and begin to control aggression.

Memories of Donald Winnicott

Abstract Barbara Dockar-Drysdale, founder and original therapeutic adviser to the Mulberry Bush School, is now in her eighties, and living in retirement. Her writings make frequent reference to her indebtedness to Winnicott, whom she used to meet monthly over the last seventeen years of his life to discuss their ideas and work. Winnicott wrote of her: ‘Here was someone who knew’.

The culture of female circumcision.

The issue of female circumcision takes on special significance as more women migrate to the United States from countries where the practice has religious and traditional underpinnings. Female circumcision is a problem unfamiliar to most Western health care practitioners. This article describes an ethnographic study of the types of female circumcision, the reasons for and against the practice, the health implications of this practice, and cultural attitudes of circumcised women both in Western Africa and as migrant refugees living in the United States. Ethical dilemmas in dealing with this practice and implications for nurses and health care providers are discussed.

Sorting out Crisis Outcomes

Journal Article Sorting Out Crisis Outcomes Get access Danger and Opportunity: Explaining International Crisis Outcomes. By Herring Eric. Manchester: Manchester University Press, 1995. 306 pp., $69.95 cloth (ISBN: 0-7190-4292-5), $24.95 paper (ISBN: 0-7190-4293-3). Charles F. Hermann Charles F. Hermann Bush School of Government and Public Service, Texas A & M University Search for other works by this author on: Oxford Academic Google Scholar Mershon International Studies Review, Volume 40, Issue Supplement_2, October 1996, Pages 311–313, https://doi.org/10.2307/222790 Published: 01 October 1996

Prevalence of hepatitis B in !Kung (San) children from Bushmanland, Namibia

Serum samples from 248 predominantly !Kung children (aged 5-19 years) attending various bush schools and a clinic in Bushmanland, northern Namibia were examined for the presence of hepatitis B virus (HBV) markers by radioimmunoassay. HBsAg was detected in 18 (7.3%) children while 117 (47.6%) showed one or more markers of HBV infection. These prevalence rates are lower than those of the closely situated territory of Kavango to the north and East Caprivi to the north-east. No significant difference in HBs antigenaemia between !Kung boys and girls was found (p > 0.05). However, HBs antigenaemia was found to vary between children in different bush schools. A significantly higher number of children attending the Omatako bush school were positive for HBsAg than the number attending the Luhebu bush school (p < 0.0167). These local variations could assist in the initial targeting of HBV vaccine to high-risk areas. In situ investigations of hyperendemic foci in Bushmanland, Namibia should help to elucidate the variation in HBs antigenaemia and the factors responsible for transmission of HBV.

Book reviews

A Heritage Handbook. Edited by Graeme Davison and Chris McConville for the Monash Public History Group. Allen and Unwin, North Sydney 1991. Pp.xi + 274. $19.95 paper Australians at Home: A documentary history of Australian domestic interiors from 1788 to 1914. By Terence Lane and Jessie Serle. Oxford University Press, Melbourne 1990. Pp. xiii + 449. $195.00 cloth. The Missing Chapters: Women Staff at the University of Western Australia 1963–1987. By Patricia Crawford and Myrna Tonkin‐son. Centre for Western Australian History, University of Western Australia, Nedlands 1988. Pp. 87. $8.95 paper. Campus in the Community: The University of Western Australia, 1963–1987. Edited by B.K. de Garis. University of Western Australia Press, Nedlands 1988. Pp. xxiv + 434. $40.00 cloth. The Tech: A Centenary History of the Royal Melbourne Institute of Technology. By Stephen Murray‐Smith and A.J. Dare. Hyland House, Melbourne 1987. Pp. xii + 495. $49.95 cloth. Poor Man's University: 75 Years of Technical Education in Footscray. By Carolyn Rasmussen. Footprint, Footscray Institute of Technology 1989. Pp. xvi + 296. $25.00 paper. Learning and Other Things: Sources for a Social History of Education in South Australia. By Bernard Hyams, Lynne Trethewey, Brian Condon, Malcolm Vick, Denis Grundy. South Australian Government Printer, Adelaide 1988. Pp. xi + 483. $30.00 paper. With its Hat about its Ears: Recollections of the Bush School. By Hank Nelson. Australian Broadcasting Corporation, Sydney 1989. Pp. 211. $16.99 paper. Sovereign Remedies: A History of Ballarat Base Hospital 1856 to 1986. By Anthea Hyslop. Allen & Unwin, Sydney 1989. Pp. xvi + 414. $39.95 cloth Servant and Master: Building and Running the Grand Houses of Sydney, 1788–1850. By Barrie Dyster. University of New South Wales Press, Kensington 1989. Pp. xii + 189. $39.95 cloth. Significant Sites: History and Public Works in New South Wales. Edited by Lenore Coltheart. Hale & Iremonger, Sydney 1989. Pp. 192. $29.95 cloth. Brisbane: The First 30 Years. By W. Ross Johnston. Boolarong Publications, Brisbane 1988. Pp. xv + 268. $29.95 cloth. Fitzroy: Melbourne's First Suburb. Cutten History Committee of the Fitzroy Historical Society. Hyland House, Melbourne 1989. Pp. xii + 354. $35.00 cloth. Australian Studies: A Survey. Edited by James Walter. Oxford University Press, Melbourne 1989. Pp. x + 326. $24.95 paper. Sir Joseph Banks, 1743–1820. By Harold B. Carter. British Museum, London 1988. Pp. xi + 671. £45 cloth. The French Reconnaissance: Baudin in Australia 1801–1803. By Frank Horner. Melbourne University Press 1987. Pp. xvii + 461. $47.95 cloth. Nature's Pilgrim: The Life and Journeys of Captain S.A. White, Naturalist, Author and Conservationist. By Rob Linn. South Australian Government Printer, Adelaide 1989. Pp. x + 172. $39.95 cloth. Britain's Convicts to the Colonies. By Wilfred Oldham. Library of Australian History, Sydney 1990. Pp. xiii + 270. $29.95 cloth. The Secret History of the Convict Colony: Alexandro Malaspina's Report on the British Settlement of New South Wales. By Robert J. King. Allen and Unwin, Sydney 1990. Pp. xii + 179. $29.95 cloth. The Crimes of the Lady Juliana Convicts— 1790. By John Cobley. Library of Australian History, Sydney 1989. Pp. 108. $14.50 paper. Convicts Unbound: The Story of The ‘Calcutta’ Convicts and their Settlement in Australia. By Marjorie Tipping. Viking O'Neil, Melbourne 1988 Pp. xiii + 353. 350.00 cloth. The Making of the Aborigines. By Bain Attwood. Allen & Unwin, Sydney 1989. Pp. xii + 181. $16.95 paper. Policing the Colonial Frontier: The Theory and Practice of Coercive Social and Racial Control in New Zealand, 1767–1867. Parts I and II. By Richard S. Hill. Historical Publications Branch, Department of Internal Affairs, Wellington 1986. Pp. xxi + 409, xiii + 733. $70.00 cloth. The Colonial Frontier Tamed: New Zealand Policing in Transition. By Richard S. Hill. Historical Publications Branch, Department of Internal Affairs, Wellington 1989. Pp. xiii + 386. $39.95 cloth. Return to Tahiti: Bligh's Second Breadfruit Voyage. By Douglas Oliver. Melbourne University Press at the Miegunyah Press, Melbourne 1988. Pp. xxii + 281. $85.95 cloth. The Poet's Discovery: Nineteenth Century Australia in Verse. Edited by Richard D. Jordan and Peter Pierce. Melbourne University Press 1990. Pp. xv + 476. $22.95 paper. The Bureaucrats’ Domain: Space and the Public Interest in Victoria, 1836–84. By R. Wright. Oxford University Press, Melbourne 1989. Pp. xv + 350. $39.95 cloth. James Smith: The Making of a Colonial Culture. By Lurline Stuart. Allen & Unwin, Sydney 1989. Pp. xiii + 223. $34.95 cloth. James Edward Neild: Victorian Virtuoso. By Harold Love. Melbourne University Press 1989. Pp. xi + 372. $39.95 cloth.

The Employment of Female Teachers in the Small Bush Schools of New South Wales, 1880-1890: A Case of Stay Bushed or Stay Home

teenth century comprised about half of the teaching staff employed by the Department of Public Instruction. There were times when female teachers outnumbered males, for example in 1885, 1886, 1889 and 1890, but this was atypical. For the most part, numbers were relatively equal for the sexes with male teachers slightly in excess of females. However, when teachers are separated into the categories of teachers-in-charge, assistant teachers, pupil-teachers and unclassified teachers, wide differences between the sexes can be found. Males predominated in the status of teachers-in-charge by almost two to one (2:1) throughout the period 1880 to 1900. Females comprised approximately two times as many assistants and pupil-teachers and, until the mid-1890s, were more likely to be unclassified than were males.1 In the period 1880 to 1900 whether employed as a pupil-teacher, assistant teacher, sewing mistress, mistress in charge of an infant or girl's department, or used in an unpaid capacity as a monitor or as the wife of a teacher, women also found themselves subject to stricter moral codes, an education system that inadequately prepared them for promotional examinations and a lower salary. They were also more likely to be appointed to a remote bush school. Social conventions precluded wide employment opportunities for women before 1900 and they were more willing than were males to accept the low salary and poor conditions that the small school offered. There has been some acknowledgement by writers of Australian educational history that female pupil-teachers, assistants and teachers without classification did comprise a larger proportion of those categories of the Department's teaching staff than did males. Most of these writers also acknowledge that female teachers faced certain employment problems because they were women.2 However, there has been no comprehensive research into the status and conditions of these female teachers and there

The case of Jason Gor and fourteen others: a Luo succession dispute in historical perspective

Opening ParagraphIn June 1931, Daniel Odindo, chief of Asembo, resigned after seventeen years in office. Asembo was one of over twenty locations or chiefdoms through which the Luo were ruled by the colonial administration of Kenya; its population was no more than 20,000; it was over thirty miles from the Central Nyanza district headquarters at Kisumu; there was no mission station in the location. It possessed several bush schools, some small trading centres, a few acres of cotton, and a fishing harbour on Lake Victoria. Asembo was a backwater. But there were many parties to the dispute over the succession to Odindo. One of these was Archdeacon Owen, the local head of the Church Missionary Society (CMS) who lived at Maseno, thirty-five miles away in the Maragoli Hills which overlook Kisumu. Owen was a churchman who saw his vocation in bringing political and social as much as spiritual welfare, and was deeply conscious of the missionary's dependence upon the confidence of his African flock. His white supporters in his many political campaigns were more often to be found in England than in Kenya. One of these was Norman Leys, now retired from the Colonial medical service, the first well-informed critic of the Kenya situation and with access to the Labour Party. Leys thought that the Asembo case—then being pursued through the Colony's courts—might ‘prove to be the turning point in Kenya history and [might] become one of the famous trials of the world’. It was ‘perfectly terrific’. He believed he ‘could make a damned good book out of it’ but was thankful that Owen did not want him to take up the issue in England. ‘As well might an unknown medical practitioner in some French village have tried to get his country to undo the wrong done Dreyfus.’ But there was perhaps some hope that the Home Committee of the CMS might come to Owen's aid, for ‘the wizard-chief [Odindo's appointed successor] is obviously out to persecute the church’.

Musical training in Tribal West Africa

With the possible exception of the Bush Schools set up by the tribes for initiation purposes or by the secret societies such as the Leopard Society, traditional instruction in Tribal West Africa was not on an institutional basis. It was based on the principle of slow absorption of musical experience and active participation rather than formal teaching. The social organization was helpful, for the child was absorbed into all activities of the tribe and these activities were generally connected with music. The child's first lessons in music were given by his mother. Immediately after birth the child was placed on his mother's back while she went about her daily tasks. In this way the child from his birth was introduced to the music of his culture. He learned what the music required in terms of both bodily movement and vocal effort. He formed through these early experiences the habit of listening to the music of his people.