At the Paris Peace Conferences of 1918-1919, new states aspiring to be nation-states were created for 60 million people, but at the same time 25 million people found themselves as ethnic minorities. This change of the old order in Europe had a considerable impact on one such group, more than 3 million Bohemian German-speakers, later referred to as Sudeten Germans. After the demise of the Habsburg Empire In 1918, they became part of the new state of Czechoslovakia. In 1938, the Munich Agreement – prelude to the Second World War – integrated them into Hitler’s Reich; in 1945-1946 they were expelled from the reconstituted state of Czechoslovakia. At the centre of this War Child case study are German children from the Northern Bohemian town and district, formerly known as Gablonz an der Neisse, famous for exquisite glass art, now Jablonec nad Nisou in the Czech Republic. After their expulsion they found new homes in the post-war Federal Republic of Germany. In addition, testimonies have been drawn upon of some Czech eyewitnesses from the same area, who provided their perspective from the other side, as it were. It turned out to be an insightful case study of the fate of these communities, previously studied mainly within the context of the national struggle between Germans and Czechs. The inter-disciplinary research methodology adopted here combines history and sociological research to demonstrate the effect of larger political and social developments on human lives, not shying away from addressing sensitive political and historical issues, as far as these are relevant within the context of the study. The expellees started new lives in what became Neugablonz in post-war Bavaria where they successfully re-established the industries they had had to leave behind in 1945-1946. Part 1 of the study sheds light on the complex Czech-German relationship of this important Central European region, addressing issues of democracy, ethnicity, race, nationalism, geopolitics, economics, human geography and ethnography. It also charts the developments leading to the expulsion of the Sudeten Germans from Czechoslovakia after 1945. What is important in this War Child study is how the expellees remember their history while living as children in Sudetenland and later. The testimony data gained indicate that certain stereotypes often repeated within the context of Sudeten issues such as the confrontational nature of inter-ethnic relations are not reflected in the testimonies of the respondents from Gablonz. In Part 2 the War Child Study explores the memories of the former Sudeten war children using sociological research methods. It focuses on how they remember life in their Bohemian homeland and coped with the life-long effects of displacement after their expulsion. The study maps how they turned adversity into success by showing a remarkable degree of resilience and ingenuity in the face of testing circumstances due to the abrupt break in their lives. The thesis examines the reasons for the relatively positive outcome to respondents’ lives and what transferable lessons can be deduced from the results of this study.

The study aimed to explore experiences and understandings of participants involved in a joint post primary schools community relations programme in Northern Ireland. The theoretical framework of the study was framed through Allport's (1954) contact hypothesis. The research was organised around four central research questions which focus on the role of optimal contact conditions within the programme, how these conditions are experienced by the participants in practice, how the participants understand the role of relevant mediators of contact and prejudice. This qualitative study consisted of six school case studies and involved senior managers, officers, community relations teachers and school pupils. Research methods used were semi structured interviews, focus group discussions and essay writing activities and thematic analysis was employed to analyse the data. The findings highlighted variations in relation to commitment from authority and illustrated that, when set within a competitive educational framework, school leaders experienced competing motivations which threatened the sustainability of such programmes. Furthermore, a limitation of the programme was considered, whereby the creation of a 'ripple effect', beyond the immediate participants to the wider school community and external agencies, was inhibited. The findings illustrated the importance of meaningful, sustained contact in order that cross-community pupil friendships can become established and the role of social media in young people's communications. The study indicated that this school based community relations programme reduced prejudice but that school ethos, home influence and the local community environment all impact on the potential for long term attitudinal change. This thesis contributes to the body of knowledge on inter-group relations by exploring the role of Allport's four conditions and three mediators. Applying the findings to educational policy and practice provides insights into how schools community relations programmes may be experienced by stakeholders and aspects of practice that may hinder or promote effective implementation.

The purpose of this thesis is to demonstrate the changing place of fiction in schools in this century. Sources include Board, Ministry and DES publications, articles, surveys, English method books and specialist works on fiction in schools. First, nineteenth-century attitudes to vernacular literature in schools are surveyed. Concepts of "Culture" and "Growth" are considered in the larger contexts of the rise of English studies, liberal education and development of progressive viewpoints. The perceived needs both to "humanize" the newly-emergent literate classes and shield them from corruption are noted, to account for widespread distrust of fiction in schools because of its links with popular culture and consequent moral and aesthetic ambiguity. After 1902, resolution of the conflict between the cognitive and affective and concern to restrict fiction in schools to the accepted "cultural heritage" are seen as main anxieties of traditional teachers. Progressive educators recommend catholicity in fiction and consequently grapple with its moral and aesthetic ambiguities. The socio-critical stance of the Cambridge School, progressive educators' emphasis on personal growth and the movement towards general secondary education combine to alter the debate's direction. The importance of A.J. Jenkinson's work (1941) is shown to spring from his fusion of the moral criteria of the Cambridge School and social criteria derived from the progressives. This new formulation, together with post-war calls for a common culture, leads to revaluation of the cultural heritage and emergence of a specialist children's fiction. Its closeness to popular culture now becomes fiction's strength. Such concerns as catholicity in reading, moral and social perspectives, authorial responsibility, the centrality or otherwise of the text, changes in methodology receive detailed critical attention as children's fiction becomes an accepted part of the cultural heritage and a principle literary genre in the school.

The theory of electron spin resonance is developed in Part I so that the parameters which occur in the spin-Hamiltonian can be related to the structure of the oxides and oxy-ions of the non-metals discussed in Part II. Spectra of various ?-irradiated phosphates show that hydrogen atoms are trapped, often at elevated temperatures. A model of the trapping site is suggested which accounts for the observed hyperfine and g-tensors, and the dependence of the stability on the basicity of the anion present. Spectra of NO2, NO2-2 and NO2-3 are discussed and structural information derived. The structure and reactivity of CO-2 is compared to that of nitrogen dioxide. The oxy-ions PO2-3 and HPO-2 are investigated and their structure discussed. The large proton splitting in the latter is interpreted in terms of two bond angle dependent mechanisms. A number of spectra are tentatively ascribed to PO2-4 and P2O3-4. The structure of SO-2 is discussed. SO-4 was observed in both ?-and ultra-violet irradiated potassium persulphate; in the latter the spectra is accounted for by a pairwise trapping of the radicals, and a machanism which explains both this and the thermal and optical bleaching cycles is suggested. The oxy-ions SeO-2, SeO-3, and SeO-4 are discussed. The possibility of d-orbital involvement in SeO-2 is considered together with its effect on the g-tensor. The monoxide, dioxide, and trioxide of chlorine are discussed. The large line-widths observed for the dioxide are ascribed to a gas-like behaviour in some non-interacting solvents. Phosphorus tetrafluoride was investigated. The molecule is a distorted tetrahedron which inverts rapidly at room temperature. The shape and structure is compared to that of transition metal complexes. The dependence of electron population, bond angles and reactivity on electronegativity is reviewed and is seen to accord with expectation. The effect of d-orbitals and distortions is discussed.

I set out to investigate possible channels of communication for children who were failing markedly in school, following up evidence that expressive activities offered avenues through which many otherwise unsuccessful pupils, could succeed and come to a learning situation. I visited many schools where I could observe and teach these children even for a short time; a day or a weekend, and in some cases making repeated visits covering a period of time. I travelled widely so that schools would be representative of differing communities. I travelled widely in the United States of America, visiting schools for slow lemming und otherwise handicapped children and depart-ments of special education in colleges and universities, so that I could learn somethingin a variety of State systems of American special educatian and the uses made of expressive work. These visits and investigations both here and in America confirmed my belief that the arts and all expressive work are of major importance for all children, but particularly for the children who are failing in school and particularly at this time in the progress of our educational system. I read widely, investigating our knowledge of learning processes and medical research on such problems as brain damage, and physical and mental maturation. I had opportunity for discussion with medical colleagues on such subjects as obesity and metabolism, causes and detection of pre-natal, peri-natal and post-natal brain damage, and the early detection of partial sightedness and deafness. I investigated the nature of maladjustment in children and its link with educational subnormality, and this led me to the relationship between subnormality and delinquency. I visited factories, observing the nature of the work which might be possible for the children with whom I am concerned and discussing with personnel managers the progress and difficulties encountered by some of their less able employees. I was led to study many relevant problems, such as that of measurement and competition in education, the difficulties of acquiring the right teachers with the system of remuneration we have operating, and the place of the least able children in comprehensive schemes. The first part of the study concerns the situation as I saw it and the related problems. The second part indicates the ways in which I believe teachers could use the expressive arts and allied activity to help these children to grow in personality and liveliness and to acquire the interest in find need far language, which may lead to a lasting literacy for them. Throughout these five years I have continued to study the expressive arts which seem to be most clearly concerned and the ways in which they can be applied to the teaching of these children. These arts are: movement and dance, drama, music, painting, modelling and creating with materials of all kinds, and the world of literature used in ways which do not necessitate the ability to read and write fluently. This thesis is based upon my own experience and observation of children over a wide area and throughout many years of teaching.

Chronic therapy with the beta1 selective partial agonist xamoterol is not associated with the tolerance seen with agonists of greater intrinsic activity. In order to investigate whether this could be explained by the effect of xamoterol on the in vivo regulation of cardiac beta-adrenoceptors, 2 studies have been performed. 40 right atrial biopsies were obtained from 55 patients prospectively randomised in a double blind fashion to receive either xamoterol or the beta1 selective antagonist atenolol (previously shown to upregulate beta1-adrenoceptors and enhance beta2 mediated responses) for at least 5 weeks prior to treatment groups but basal and stimulated adenylate cyclase activities were significantly lower in the xamoterol group. Ethical constraints prevented the inclusion of a placebo control group, but data from a small group of patients taking neither drug suggested that the xamoterol group had higher adenylate cyclase activities than patients not treated with this drug. Thus xamoterol did not downregulate human cardiac beta-adrenoceptors and is unlikely to have desensitised adenylate cyclase responses. The lack of a placebo control group and the inability to demonstrate the coupling of beta1-adrenoceptors to adenylate cyclase limited the human study. A complementary rat model was therefore used. Rats were infused for 6 days with either xamoterol or the full agonist isoprenaline using sham operated animals for control. Unlike isoprenaline, xamoterol infusion did not downregulate cardiac beta-adrenoceptors, and although it selectively densensitised beta1 mediated stimulation of adenylate cyclase, it did so significantly less than isoprenaline which also desensitised beta2-adrenoceptor responses. Thus xamoterol desensitised beta-adrenoceptor mediated stimulation of adenylate cyclase significantly less than isoprenaline. The results of both studies may explain the observed lack of tolerance to xamoterol therapy in the treatment of heart failure.

The policing systems in England & Wales and Turkey have problems in terms of legitimacy, flexibility and accountability, and solutions are currently sought through a range of organisational changes. The policing system, as an institution of social control, is under unique pressure to appear to be legitimate. The effectiveness of a police organisation depends on its legitimacy through either consensus or coercion or both. This thesis first examines the history and socio-economic and political contexts of the development of policing systems and state-police relations in England & Wales and Turkey through a critical consideration of different organisational theories and their application to police organisation. Second, it compares these policing systems in terms of their levels and forms of legitimacy, in order to identify their bases of legitimate authority and the forms of policing practice. Finally, the thesis compares the existing police organisational structures in England & Wales and Turkey in terms of the trends for change towards centralisation or decentralisation. The core theme of this thesis is the causal connection between differential forms of legitimacy and policing organisation and practices. The thesis proposes that the respective socio-economic and political contexts have resulted in different policing systems in England & Wales and Turkey, which are in turn within different forms of legitimacy in reality, although appearing to be the same, namely legal-rational. It argues that for England & Wales the real basis of legitimate authority is actually legal-rational, whilst for Turkey it is traditional. These respective bases of legitimacy result in different forms of policing practice in these countries. In England & Wales policing is essentially practised on the basis of value consensus, but employing potential and actual coercion to some extent, whilst in Turkey it is primarily on the basis of coercion. The thesis suggests that the effect of these different policing forms is to give rise to a relatively decentralised police organisation in England & Wales, despite a trend increasingly towards centralisation, and a highly centralised police organisation in Turkey, although there is evidence of decentralisation.

This research is a study of how the present teaching and learning process for children in pre-school classes in Malaysia might be improved by introducing an Enhanced Classroom Interaction approach (ECI). This particular approach was developed by the author, based on Vygotskian ideas. The ECI emphasises the role of the teachers in working intensively with children, to encourage interaction and collaboration in learning tasks. These ideas are relatively recent developments in the West which have not yet been introduced into Malaysian teaching colleges or schools, nor has research been carried out in Malaysia using this socio-cultural paradigm. Six teachers and 60 children (aged 5 to 6 years enrolled in the new pre-school annexe stage) took part in the study, over a period of twelve weeks. A quasi experimental design was set up in which three classes forming a Test Group practised the ECI, after their teachers had attended a workshop led by the researcher. The progress of the teaching and learning process was observed and recorded on videotape and this was compared with the recorded progress of three further classes which made a Control Group. This group practised the normal classroom teaching. Progress was measured by children's performance in two tests, each test comprising two tasks which encapsulate the ECI approach (the 'Car task' and the 'Rod task'). A conversation analysis model was used to examine the transcripts of task performance to discern the interaction of the teacher with pairs of children. Conversational skill was analysed quantitatively and qualitatively in both groups. The quantitative results showed that there were significant differences in favour of the Test Group on a number of measures: the number and proportion of turns and morphemes, the mean length of turn, and the time taken to complete the task. The qualitative results also indicated that there were differences, again in favour of the Test Group, in the management of the tasks, the different patterns of exchanges, the complexity of utterances in exchanges between teacher and children, and also in exchanges between the children themselves. The main conclusions are that pre-school annexe teachers can be trained to use the ECI approach and that this approach does enhance the quality of both teacher-child and child-child interaction. Hence, the main implication is that these approaches to classroom interaction might be tried more widely to enrich children's learning.

No description available.

Part I analyses the traditional pattern of heroic ethics into six components: splendour, honour, expertness, wisdom, courtesy and companionship. Its importance in contemporary life and the archetypal quality of its components are discussed. Part II reports experimental work in eighty-two English primary and secondary school classes, grammar schools included. Hero stories were much enjoyed. They stimulated lively free drama and a rise in individual standards of written work of over forty per cent for both girls and boys in the third primary year upwards. Ethical discussions were thoughtful. Children rated the semantic differential, developed by C.E. Osgood et al., before and after the classwork. Statistical examination showed that the evaluation of violence did not increase. Further, the rating of anti-social behaviour decreased and approval of loyalty in friendship and self-sacrifice rose; "both may he ascribed to the stories and discussions. The concepts were related to heroic ethics and covered a wide field from revenge to compassion. All age groups overwhelmingly approved desirable notions, but opinion was divided upon the more primitive such as guile. Ratings of deprived children were not morally inferior. The semantic differential furnished evidence that the key to mature morality may lie in perception of the good as strong, which may be increased by religious education and conviction. Perception of the good as weak and inactive may he an immature mode diminished in amount by Christian influence. Rating of the differential was closley examined, including an experiment in oral administration. Further examination of results, largely statistical, suggested intricate differences in development, due to variables like intelligence, but within the framework of gradual moral development from childhood to mature adulthood. They also supported the homogeneity of the population and plans for middle schools from nine to thirteen.