Items where Year is 2007

The Beaumont Hamel Newfoundland Memorial is a 16.5 hectare (40 acre) tract of preserved battleground dedicated primarily to the memory of the 1st Newfoundland Regiment, who suffered an extremely high percentage of casualties during the first day of the Battle of the Somme in July 1916. Beaumont Hamel Memorial is a complex landscape of commemoration where Newfoundland, Canadian, Scottish and British imperial associations compete for prominence. A previous paper argued that those who chose the site of the Park, and subsequently reordered its topography, helped to contrive a particular historical narrative that prioritized certain memories over others (Gough, 2004). This argument focused on the premeditated redesign of the ‘park’ after the Great War, and then again in the early 1960s. Since the publication of the paper the soaring popularity of battlefield tours and visits has placed an intolerable strain on the very land that many regard as sacred and hallowed. A land that took decades to recover and reclaim from violation is now being threatened again both by developers and by crowds of tourists. As a result, measures have been taken to restrict access and control roaming rights. This paper will revisit the original arguments and examine the many tensions that have arisen in one of the most popular destinations on the old battle front. Reflecting on the recent dispute, the paper will explore issues of historical accuracy, topographical legibility, freedom of access, and assumed ownership. It will also try to understand the recent disputes as examples of borrowed ‘entitlement’ and a resistance (by some British visitors) to recognizing the historic value of Canadian (or more specifically, Newfoundland) heritage.

This paper aims to explore the concepts of student-centred, experiential, problem-based and enquiry-based learning through the critical consideration of On Trial a specific case study example of a particularly successful approach to learning that celebrates what Finkel (2000) calls teaching with your mouth shut.

The discussion explores how the format, language and dynamics of the courtroom drama are used as the context and vehicle to secure deep learning through dynamic role play where the tutor is the silent witness.

This article considers how this learning experience harnesses popular culture to help students engage with tough academic issues and wider ethical concerns relevant to their specialist discipline. It explores the challenges and nuances of such learning and considers the reasons for its success and popularity with both learners and fellow teachers.

This article relates to the ongoing research of a UK National Teaching Fellow.

Bellantoni and Woolman (2000) note that "Italic and oblique typefaces possess a kinetic quality because of their slant to the right." But what is the nature of this kinetic quality and why is it imparted in this way? This paper explores kinetics, not as a property of italics, but as a manifestation of cognitive work involving metaphoric projection, for which the typeface is but a cue. It will use concepts from cognitive semantics (Lakoff and Johnson, 1999; Fauconnier and Turner, 2002) to posit the idea that the dynamic quality of italics arises from preconceptual structures (such as image schemas) related to embodied experiences of writing and running. These structures forming the basis for higher level metaphors to be constructed in cognition. Consequently, a layout incorporating italics is metaphorical to the extent that the concept of
running is used (consciously or unconsciously) to understand an arrangement of type characters. Furthermore it is argued that the meaning we construct from italic type is not a simple correspondence between slanted letters and the body in motion, but is situated; resulting from a blend of concepts triggered by such things as the meanings of the words italicized and the site/s where they appear.

Drawing on previously unpublished company archives, this book considers Marks & Spencer's contribution to British – and, since the 1970s, international – fashion. Rachel Worth discusses how, from the 1920s, the company brought fashion to the high street, offering well-designed clothing at affordable prices. She analyses the unique ways in which the company democratised fashion, arguing that its pioneering role in the development of new fabrics, the employment of designers as consultants and its marketing and promotional strategies have changed the ways in which we understand and consume fashion.

This book received Arts and Humanities Research Council Funding (AHRC).