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1
El-Sayed, A. M. "Adult education in Egypt and England : a comparative study." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:6004.
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Societies in general, and the developed ones in particular, are trying hard to control the use of the new educational means to re-educate adults in accordance with the high speed developments in all fields of life. In developing countries, there is still a tendency to identify adult education with literacy campaigns and other basic education programmes. Therefore, whatever the interest and whatever the country, adult education means education for life in its widest sense. Its main purpose is to give a chance to men and women to increase their actual activity in their societies, their responsibility towards them and their share of knowledge. The Egyptian society is facing the following problem: the necessity of reorganising educational programmes for adults in different specialisations with the aim of modernising their knowledge and giving them new skills to meet the continuous changes in the methods of production. To achieve this, we should review first what the advanced world is doing to know where exactly we are. The aim of this study is to throw light on the experiences of the advanced countries in the field of adult education with the purpose of benefiting from them and applying them in the Egyptian society after processing and assimilating them within the characteristics of the society. The task of this thesis is to compare the experiences and ideas of an advanced country, England, which has a very comprehensive "system" of adult education, with those of a developing country, Egypt, in the hope that the two countries can learn something from each other.
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McClean, Stuart David. ""We're all individuals" : postmodernity and alternative health practices in Northern England." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5590.
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This thesis explores the use and practice of crystal and spiritual healing - therapies located on the fringe of complementary and alternative medicine (CAM) - and what these 'represent' in the context of a profound socio-cultural transformation, characterised by the shift in Western societies from modernity to postmodernity. I explore this theme in relation to the empirical example of a healing centre in the North of England. The methodological stance I took was that of ethnography; data was largely gathered using participant observation. A central theme is that healing practice and ideas which emerge at the Centre reflect individual concerns and therefore healing practices themselves are often highly personalised. In addition, I explore how, from a Centre that celebrates highly personalised practices, healing knowledge becomes institutionalised and consensuses emerge. Furthermore, I explain that the Centre collectively sanctions this personal expression. This tension between individual expression and the formalisation of group practice is, I argue, indicative of our times. Therefore. what emerges from this study is that the Centre fosters an ethos of the individual, but it is a collective ethos. In addition, crystal and spiritual healing usage and practice reflects levels of dissatisfaction with biomedicine. the medicine of modernity. Though challenged by these healing practices, biomedicine has not been significantly weakened by this emergence. Even within the more esoteric healing practices, I point to the continuing influence of materiality, science and biomedicine. The appropriation of biomedicine can be witnessed in the Centre's attempts to professionalise and systematise practices, but it can also be seen in less obvious ways, in that healers seemingly infuse their practice with some of the language and science of biomedicine. This throws into question the conventional biomedicine/alternative medicine interface and offers some insight both into the common metaphorical basis of healing and medicine. and biomedicine's continued hegemony.
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Jones, Simon David Rhys. "An analysis of coastal zone management in England and the Netherlands." Thesis, University of Hull, 1998. http://hydra.hull.ac.uk/resources/hull:11491.
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The coastal zone is an area of crucial economic and ecological significance, which has increasingly been recognised in land-use planning. Within the coastal zone, integrating land-use planning and environmental management is recognised as one way to minimise trade-offs of interest between economic development and environmental objectives. Many governments are currently discussing the potential role of integrated coastal zone management (CZM) within their planning systems, while some international organisations promote CZM as a means to counter the loss of coastal resources due to human occupation of the coast. This thesis examines how the coastal zone in the United Kingdom is perceived and how effectively CZM is being promoted as a planning model to secure sustainable coastal development through the integration of planning policies. Policy integration is not a quixotic quest, but a model suggesting appropriate methods to manage and reduce conflicts. Any planning model can be traceable to varying assumptions and propositions from political thought, which in turn arises from different political practices. Each CZM plan thus reflects the planning and policy culture of its national system. In order to provide a context within which to assess the UK approach, the development of CZM in the Netherlands is also examined. Both national planning systems have comprehensive statutory land-use planning systems, while marine issues are controlled sectorally by central government. Neither administration has a national CZM policy framework. This thesis therefore includes a comparison of two management plans: the Wash Estuary Management Plan and Integraal Beleidsplan Voordelta. By comparing the organisational structures, policy development and implementation, the case studies provide an insight into the national CZM planning strategy currently being followed in the UK. Finally, the thesis concludes by identifying ways in which CZM might be further improved in the UK and also integrated into European approaches that have recently been initiated.
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Kitcher, Simon John. "Reconstructing palaeoenvironments of the White Peak region of Derbyshire, northern England." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10080.
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Sub-fossil pollen from Holocene tufa pool sediments is used to investigate middle – late Holocene environmental conditions in the White Peak region of the Derbyshire Peak District in northern England. The overall aim is to use pollen analysis to resolve the relative influence of climate and anthropogenic landscape disturbance on the cessation of tufa production at Lathkill Dale and Monsal Dale in the White Peak region of the Peak District using past vegetation cover as a proxy. Modern White Peak pollen – vegetation relationships are examined to aid semi-quantitative interpretation of sub-fossil pollen assemblages. Moss-polsters and vegetation surveys incorporating novel methodologies are used to produce new Relative Pollen Productivity Estimates (RPPE) for 6 tree taxa, and new association indices for 16 herb taxa. RPPE’s of Alnus, Fraxinus and Pinus were similar to those produced at other European sites; Betula values displaying similarity with other UK sites only. RPPE’s for Fagus and Corylus were significantly lower than at other European sites. Pollen taphonomy in woodland floor mosses in Derbyshire and East Yorkshire is investigated. Significant variations in tree pollen percentages within 1 metre quadrats of continuous moss cover are found, with micro-topography and aspect suggested as primary controls. Pollen taphonomy is investigated at the River Wye in Derbyshire to provide a context for the palaeoenvironmental study. The taphonomic model at the River Wye field site was found to be more similar to a small enclosed lake, contradicting the model proposed for open fluvial systems. Sub-fossil pollen evidence suggests that climatic change exacerbated by catchment-scale anthropogenic deforestation was the dominant mechanism influencing tufa cessation at both the White Peak field sites. The Monsal Dale field site is suggested as being in the early stages of degradation, and the Lathkill Dale field site suggested as representing the terminal stage of the tufa system shut-down.
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Thompson, Matthew. "All the king's men : chivalry and knighthood in England, 1327-77." Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:14356.
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The reign of Edward III oversaw something of a formative period in the history of England. In the early years of the reign, the military community was engaged in the Scottish wars, and from 1337 England embarked on her greatest military endeavour to date, a conflict we have come to know as the Hundred Years War against France, the greatest military power in Europe. It was Edward’s reign that saw the first ravages of the great plague, the rise of the English language, and what has been termed a medieval military revolution that changed the way wars were fought forever. Chivalry is a complex subject, yet for many, it is central to the way in which knights interacted with one another and conducted themselves in war and peace. It is the aim of this thesis to gain an understanding of what chivalry meant to English knights in this most tumultuous, glorious and tragic of times, where knights were simultaneously at the height of their powers, and critically under threat as a dominant class socially and militarily. Thorough an examination of a sample of the military community, the focus will fall upon on what can be learned of their motivations and attitudes, in an attempt to evaluate how these observable characteristics relate to chivalry as described in didactic and romantic works. Methodologically, the approach adopted is influenced by the work of historians such as Andrew Ayton, examining the characteristics and relationships of the military community. Yet chivalry is a cultural phenomenon, and cannot be understood through an empirical approach alone. A socio-cultural position must also be adopted if we are to understand what chivalry meant in England in the reign of Edward III, encompassing many aspects of knightly culture and identity. This blend in approach will provide a fresh perspective on some old issues, and enable us to get closer to the chivalry of the English.
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Wilkinson, Gary Peter. "Prospects and politics of professional power in England : an exploration of the state of teaching as a profession following the birth of the General Teaching Council for England." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:5854.
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This thesis examines the status of teaching as a profession following the establishment of the General Teaching Council for England in 2000. After developing a theoretical framework for analysing the concept of profession, and addressing some of the confusion which often arises from the different discourses of professionalism, the work focuses on the key issues of knowledge and power. An extended literature review includes analyses of the Training and Development Agency for Schools, the National College for Leadership of Schools and Children's Services and the General Teaching Council for England. The empirical component of the study presents data from a series of interviews with a number of people in senior positions in key education organisations which were conducted over a period stretching from June 2004 to January 2006. The thesis' main argument is that, because of political imperatives expressed through the policy interventions of successive governments, the logic of professionalism is being marginalised for teachers in England. Instead of serving the ideals of their profession, teachers in England find themselves working in an increasingly commercialized public sector and squeezed between the bureaucratic aspects of managerialist and market policies.
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Lang, Frederick David. "The Anglican organist in Victorian and Edwardian England (c.1800 - c.1910)." Thesis, University of Hull, 2004. http://hydra.hull.ac.uk/resources/hull:5589.
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Spicksley, Judith Mary. "The early modern demographic dynamic : celibates and celibacy in seventeenth-century England." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5409.
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By interpreting marriage as a life-cycle phenomenon with procreative sex as its ultimate aim, historians have given primacy - whether wittingly or unwittingly - to the act of intercourse between man and a woman, and relegated a range of other sexual activities to a position of lower value. In contrast, this chapter argues not only for the presence of other forms of sexual gratification within Tudor and Stuart society, but suggests in addition that rather than view them as the precursor to full penetrative intercourse, they should be understood as satisfactory and fulfilling expressions of sexuality in their own right. The final chapter examines the role of the marriage discourse in directing the employment opportunities, social status and cultural identity of single people in seventeenth century England. Here the effects of the discourse, which sought to promote the inevitability of entry into marriage as a general truth, are revealed in a gendered approach to training and employment, differential levels of access of men and women to land and property, and a concept of personal and social identity that for women was linked almost exclusively to marriage as a lifecycle phenomenon. The chapter concludes with a discussion of the extensive social and cultural ramifications of a rise in the proportion of lifelong celibate females, a situation that, regardless of its causes, required single women to reassess the image of themselves as wives and mothers and construct an alternative personal and social identity outside the standard marital paradigm.
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Ahmed, Mah-E.-Rukh. "Comparative perspectives on initial primary teacher education and training in England and Pakistan." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:5533.
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This study explored the extent to which initial teacher education and training programmes provide an adequate preparation for the needs of the primary school teachers in England and Pakistan. An integral part of this exploration was the identification of particular aspects of ITE programmes which had a significant impact in enhancing the professional development of teachers, the effectiveness of the ITE programmes and then overall quality. The second notable feature is that this study is a comparative one. The researcher chose two countries where initial teacher training programmes were being implemented, albeit in different ways. England and Pakistan are two contrasting countries from different global regions and having different cultural and social contexts. This is not a problem for comparison because the issue is whether they provide an adequate and enriching professional preparation for beginning teachers in their respective contexts. The study also aims to explore how far the English experience has potential for development and improvement in the Pakistani initial primary teacher education programme. The issue was examined in detail in different teacher education institutions located in England and Pakistan. For this purpose the researcher used Bereday�s comparative methodology to investigate the juxtaposition of these two initial teacher education programmes. The researcher hopes thereby to add to the stock of theory through the use of a cross-national study. The study indicated to what extent the beginning teachers were adequately prepared for the demands of work and the responsibilities expected of them as perceived by the profession and other stakeholders. A number of factors were found to contribute to the perceived adequacy of the professional preparation of student teachers. An enriching curriculum together with availability and quality of physical facilities and educational resources contributed to this situation. At the same time, the support from the principal stakeholders in terms of funding and staff professional development was also cited as impacting upon the quality of pre-service teacher education provided to the beginning teachers in England and Pakistan. The aim of this research was to investigate initial teacher education in Pakistan and England to gain insights into two initial teacher education systems with a view to improving initial teacher education in Pakistan. To achieve this aim, a cross-cultural study using a multi-method approach was adopted. This research revealed how questionable it can be to merely state what the similarities and differences really are between two initial teacher education systems. Nonetheless, it did identify some important differences as between the two initial teacher education systems, namely in terms of: - cultural differences affecting initial teacher�s attitude and values; - differences in governmental vision, political will, and government policies and institutional provision; - teacher education curricula, policies and delivery; - traditional and economic disparities; and theoretical underpinning. Having conducting this research, it is the view of the writer that it is possible for Pakistan to gain from certain aspects of the experience in England, especially in administration and quality control.
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El-Sayed, Hoda Saad. "A comparative study of pre-school provision with reference to Egypt and England." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:4485.
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As a consequence of globalisation, port performance has become increasingly important for international trade. Different port regions perform differently. The aim of this research is to identify factors that determine port performance and choice in a comparative study between two case ports in Europe and Asia. Specifically, this research aims to examine factor differences between two European and Asian ports' contexts; to identify the key factors that drive port performance and choice; to investigate the differences in importance and performance among the factors; to analyse how the importance and performance of factors varies for different ports; to analyse the role a port hinterland plays in port performance and choice; and to illustrate the usefulness of key findings for port stakeholders. The construct of importance factors is based on the literature. The research methodology was that of mixed methods to collect both qualitative and quantitative data in two port regions (China and UK) and was carried out in two phases. Phase one comprised semi-structured in-depth interviews. Phase two consisted of questionnaire-based surveys to validate the factors influencing port performance. The questionnaire surveys were distributed to port experts from 500 organisations and had a 50.8% response rate. Thematic analysis was used for qualitative data analysis of the data from the interviews. Methods for analysis of the data from the questionnaires included descriptive analysis, factor analysis, t-test, Kruskal-Wallis H test, importance-performance analysis and other statistical validation and significance tests. The findings of this research suggest that ports wishing to outperform competitors can do so by improving the factors that are of high importance but currently perform poorly. This could also be achieved by improving performances on shipping services, shipping prices, overall logistics cost, logistics services and government support in descending order which is based on factor evaluation in this research. The thesis further analyses this result within the context of urgent, salient and basic factors based on IPA, including explicit & implicit importance. Shipping services and cost have a critical effect on port performance. Differences in port charges are the most significant differences in factor importance at the case ports of the Humber and Xiamen. Government support has the most significant differences in factor performance between the two case ports. This research is not without limitations. The analysis was restricted to two port regions in China and the UK and data used in this research were mainly generated from interviews and questionnaire surveys, responses to which are to some extent subjective.
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Ghafir, Fathia Ali. "Pre-school education in comparative perspective with special reference to England and Libya." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:4700.
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There is a great demand for pre-school education in most countries of the world, but while pre-school education has long received only modest consideration within the educationally developed world, it has attracted even less consideration than other levels of schooling especially in the developing countries. There is still a danger that early childhood education may continue to be viewed as something of a luxury. Nonetheless, the past few decades have witnessed much greater interest in pre-school education. Among the reasons for this growing interest are the new knowledge gained in the sphere of child development and the changes which have taken place in social conditions. Most countries provide some kind of educational opportunities for children below school age, their aims and objectives may differ to a greater or lesser extent from one country to another depending on resources and specific historical, social or religious influences on the way pre-school education has developed, and the way in which different cultures come to view the main aims and objectives of such education. This thesis is based on a combination of empirical and documentary research. Historically, pre-school education seems to have served similar functions despite difference in time and culture. For that reason Libya as a developing country should learn from the mistakes of a developed country as England, as well as from such of her insights as are perhaps capable of being transplanted successfully in Libya. It was thought that a comparative study of views of preschool teachers in two countries with different political, economic, social and ideological systems, would illuminate some current concerns in the field of pre-school education. This study is designed to arrive at criteria development of pre-school education in general and its teacher training dimension in particular, as an essential background for an improvement in the quality of pre-school education in Libya. The findings of the research revealed that there are major problems in pre-school education in Libya centred around diffused aims, centralised administration, a subject centred curriculum, and teacher-centred methods. Low qualifications among teachers following a mediocre calibre of intake, tutors without professional training, lack of guidance services, the overlooked curriculum, much traditional teaching methods and final examinations demanding all combined to render the task of the few keenly interested in developing a Libyan pre-school sector particularly difficult. The over-arching conclusion of this study is that fundamental changes should be introduced throughout Libyan education, and that this in itself requires the development of a pre-school sector. Because the relationship between pre-school education and other levels of education is organic - any change in one part will be reflected on the other parts. The study is divided into three parts. Part A is the context, and consists of three chapters: Chapter 1 gives a brief account of the significance and purpose of this particular study, the scope of the problem, the aims and the methods to be used - both documentary and empirical. Chapters 2 and 3 review the situation of pre-school education in Western Europe and Arabic countries respectively. Part B is the Libyan Dimension: it consists also of three chapters. Chapter 4 traces the development of education in Libya through the various periods of Libya's history. Chapter 5 traces the development of pre-school education in Libya, the influence of the different communities who were settled in the area before Independence on pre-school education. Chapter 6 provides a description and analysis of teacher training and its relationship with pre-school education. Part C is the English Dimension. There are two chapters. Chapter 7 reviews the development of pre-school education from the nineteenth century, including the ideas of leading European reformers and traces the development of nursery education up to the present time. Chapter 8 is concerned with teacher training programmes for teachers and nursery nurses in England and Wales. The final section, Part D, comprises three chapters. Chapter 9 gives a brief description of the two cities where the field studies were conducted, Hull in England and Derna in Libya. It also provides a detailed description of the research design and application in England and Libya. Chapter 11, the final chapter, concerns itself with summarising the study, and also looking towards improvements through a number of recommendations from the author. It is hoped that the thesis will be a valuable document in retrospect, especially to those keen to develop pre-school facilities there.
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Danushevskaya, Anna Vladimira. "Ideal and practice : aspects of noble life in late Elizabethan and Jacobean England." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:5400.
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The thesis investigates what sixteenth and seventeenth century humanists thought about the role of the nobility in society; their views about the proper education of the nobility (including its expected cost) and way of life they considered appropriate to a nobleman. It then tries to consider how all these ideals were realised in practice, drawing heavily on household accounts. The dissertation consists of an introduction, four chapters and a conclusion. The first chapter studies sixteenth and seventeenth century tracts on education, and advice literature on the conduct of noble life and on the behaviour and customs appropriate to noblemen. The second chapter deals, with the practical implementation of the educational ideas of English humanists, and presents a detailed examination of the education provided to the nobility and its cost. The third chapter deals with the tradition of reward and almsgiving as a realisation of the noble virtue of liberality. Scales showing the patterns of reward and alms-giving displayed by different groups of the nobility have also been calculated. A final chapter provides a case study of the life of Roger Manners, 5th Earl of Rutland. It shows in detail the formation of a Protestant humanist nobleman and the ways in which he fashioned his own understanding of his place and function as a nobleman. The dissertation shows that the English nobility took to heart the humanist ideal of true nobility, with its emphasis on the need for education and virtue to complement birth and blood. From the second half of the sixteenth century the nobility began to provide its children with a humanist education, training them intellectually for a life of service to the state and commonwealth. Their cultural tastes also became broader, and noble patronage played an important role in the general development of English culture in the period.
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Jalil, Emy E. A. "Reverse logistics symbiosis in waste recycling : investigating municipal systems and household behaviour in England." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:16607.
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Municipality Solid Waste management services are reverse logistics (RL) operations of significant scale and importance throughout the developed world, and yet the topic has only received limited attention within the logistics and supply-chain management literature, despite an increasing policy focus on sustainability issues. An interdisciplinary approach was chosen for this study to explore the interaction between municipality household recycling waste systems and household recycling behaviour, which is represented by situational and personal factors in this study. A mixed methodology approach was used, based on a Sequential Exploratory Design that uses a mixed method typology (Qual-Quan-Qual) to explore the proposition that there is a symbiosis effect between the recycling behaviour of households and municipality household recycling waste systems. A non-probability sampling was drawn from the population of two adjacent councils in Northern England: the East Riding of Yorkshire and the City of Hull. The three stages of the research design show a consistent and similar outcome for the interaction between households and household recycling waste systems, represented by personal and situational factors respectively. The interaction clearly demonstrates a symbiosic effect between households and household recycling waste systems. The nature of household recycling behaviour was found to be affected by accessibility, availability and convenience, and where these diminish, the personal engagement of households in recycling is likely to diminish. Logistical factors, such as accessibility and availability are therefore considered to be strong predictors in the projection of household recycling behaviour, together with marketing factors, such as engagement and education. In addition, demographical elements are considered as moderating factors in the projection of household recycling behaviour. Moreover personal factors are found to be equally strong predictors when the situational factors are established and formed in accordance with the residential requirement. A robust theoretical framework has been developed during this study, which may be accessible for future studies, incorporating the relationship between situational and personal factors, and focusing primarily on the interaction between the respective factors. However, the conceptualization of the symbiosis effect requires further investigation and replication to clarify and understand the interaction in different scopes and perceptions. With regards to the methodological implication, this study supports earlier logistic literature by diversifying the research approach in its contribution to the literature. Thus, the application of mixed methodology addresses the incongruities between mono-paradigm in relation to recycling and waste literature, and reveals some clarity on the underpinning factors that explain behavioural changes in household recycling performance. As for the practical implications, in order to increase recycling performance, the mediating factors such as engagement and education are important contributions from this study with respect to changing HRB. The study also reveals that accessibility, availability and convenience are important precursors. Therefore, it was useful to design a sustainable reverse logistics system in waste management by considering the precursory factors to appropriate engagement that represents the public needs The outcome of this study indicates that the nexus between HRWS and HRB has to be focused on their symbiotic relationship, and looks at current HRWM from a symbiosis perspective. The caveat may be for policymakers and local authorities to come up with a sustainable backward movement that addresses ‘awareness, acknowledgement and action’ from the households’ perspective.
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Dunnington, Graham. "Domestic piano music in Victorian England : the case of (Edward) Sydney Smith (1839-89)." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:15256.
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The history of music-making in Victorian and Edwardian England has, in recent decades, been well documented. The dedication and hard work of legions of amateur singers and brass players is now appreciated and admired, and this admiration also extends to those working behind the scenes – the wives and daughters who washed uniforms, sewed on loose buttons, polished brass instruments, made teas and sandwiches for rehearsals etc. Theirs is an important story. However, there were countless other amateur musicians whose histories are much harder to unearth – the tens of thousands of amateur pianists, who laboured at their instruments for many hours in order to provide entertainment for themselves, their families, and for visitors. Their stories have remained hidden from the modern gaze because the nineteenth-century home was a private world of respectable domesticity. This thesis aims to uncover something of this hidden world of domestic music-making, through an examination of the piano compositions of (Edward) Sydney Smith (1839-89), probably the most prolific English composer working in this field.
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Beckley, Pat. "Challenges and resolutions to early years literacy approaches in two selected sites in Norway and England." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:8494.
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The study considered how contemporary global forces and drivers from international organisations led to the formulation, according to Kennedy (2006:299) of ‘universalised norms and best practices’. In order to explore this contention an aspect of practice, namely early years literacy approaches, was scrutinised. It was discovered that international recommendations promoted literacy as a crucial skill and as a holistic approach. These recommendations were incorporated into national policies in Norway and England, where approaches to early years practice were deemed by OECD (2006) to differ in the respective contexts. The empirical study sought to scrutinise this aspect of early years provision in order to attempt to identify challenges posed by a similar global context and European guidelines on differing national contexts and the subsequent challenges and resolutions involved in the implementation of the international recommendations and resulting national policies at a local level. The major research question was therefore; What are the challenges and resolutions to early years literacy approaches in two selected sites in Norway and England. Qualitative methodology was used for the empirical study based on case studies of two sites in the different contexts, which included scrutiny of documentation, interviews and observations of practice. Validity, reliability and ethical issues were addressed. Analysis of the findings considered the two literacy elements. Literacy as a crucial skill concerned formal literacy skills and child-initiated activities. Literacy as a holistic approach featured consideration of the whole child and the team around the child. It covered aspects incorporating children’s learning, the adult’s role, professional liaison, diversity, parental influence, accountability, resources and competition. Resolutions to the challenges were noted throughout the thesis, including the pragmatic strategies devised in the settings. It was found that new aspects of practice were implemented within existing philosophical approaches, the values and beliefs of practitioners working in the contexts and reflected the communities served by the settings.
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Petrovan, Silviu Octavian. "The landscape ecology of brown hares and European rabbits in pastures in the north east of England." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:5118.
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The declines of the brown hare (Lepus europaeus), a priority species for conservation in the UK, may have been caused by changes in agricultural management. This study aims to identify hare distribution, density, habitat selection and demography in grass lands in order to benefit their future conservation. In addition, this study aims to investigate the impact of current agricultural management on the populations of the European wild rabbit (Oryctolagus cuniculus), a major agricultural pest and potential competitor for hares. Hare and rabbit populations were surveyed in several large, pasture-dominated, sites in north -east England between 2007 and 2009. Estimated density of brown hares in the studied region was far higher than the published national average density for this species in pastures but with very large variation between superficially similar sites. We explored a new method to survey hares using night-time line transect distance sampling and compared this method with day time surveys. Night-time distance sampling produced improved precision estimates of hares with considerably less survey effort by maximising detectability during surveys. Hares and rabbits had different habitat requirements in grassland areas and areas dominated by intensive sheep grazing produced the lowest hare densities and in most cases were associated with high rabbit densities. Field size was an important determinant of the distribution of both hares and rabbits but with contrasting effects for the two species. Predator control appeared more important in increasing rabbit numbers than hares in the studied region. Our results indicate that recent changes in pasture management in the UK might favour high rabbit densities with potentially significant economic impacts for the agricultural sector. Hare productivity was high but female fertility and survival, in particular juvenile survival, were relatively low. Hares in the studied region were generally in good condition and reached sizes comparable with hares from arable areas. Population modelling suggested the hare population in the area was slowly increasing but was susceptible to decline even at relatively moderate levels of hunting. Radio-tracking indicated that habitat heterogeneity was important for hares at both between and within field levels. Hares preferentially used field margins during both active and inactive periods and selected woodland edges and unimproved grassland during diurnal periods, suggesting that they might benefit from measures designed to increase heterogeneity and re-establishment of non-farmed habitat features, particularly field margins. Equally, hares avoided sheep grazed fields with short swards for both foraging and resting indicating that reducing grazing intensity in pastural areas would also be beneficial for hare conservation. We suggest that grassland management could be adapted in order to minimize damage by high numbers of rabbits and increase the presence and abundance of the brown hare, a species of conservation concern in Europe and the UK.
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Ounsley, Karen Esme. "Bands and orchestras in the major northern seaside resorts of England, 1865-1911 : a socio-cultural history." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:5116.
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This thesis investigates the social and cultural history of the seaside bands in Bridlington, Scarborough, Blackpool, Southport, and Douglas (Isle of Man), from 1865, the start of the Bridlington era, to 1911, the end of the long Victorian period. It pays particular attention to the Bridlington Quay Parade Band as the starting point of the thesis. The bands will be looked at in terms of repertoire, personnel, instruments, function, management, and their relationship with the local councils, management boards and owners. Extensive discussion of the Bridlington band will centre on the social, economic and management aspects of the Parade band, which taken in conjunction with other bands will give new insights into the barely researched world of the late Victorian and Edwardian seaside band. To facilitate the research, archives and libraries in the relevant seaside resorts have been visited. Primary sources have been rich in some categories, e.g. local newspapers, and limited in others, e.g. programmes and local records. The main sources for this enquiry have been the newspapers of the period. They frequently reported on council meetings, and where local records have survived generally gave much more detail than the official council minutes. They have provided a wealth of information on the conductors, the bands, how the visitors and residents regarded the bands, and the importance of the bands and conductors to the seaside resorts. With the exception of the Scarborough Spa, very few programmes have survived for the period 1865-1900. Local records for this period are also scarce. Primary sources for the period 1900-1911 are more abundant, with some programmes and local records generally surviving. The available programmes have provided information on the bands and repertoire, whereas local records, for example council minutes, do not often go into detail and so information is patchy. It has also been possible to locate primary sources through Internet searches; this has resulted in original pictures of bands and conductors, several programmes, and contemporary picture postcards of the selected seaside resorts and has enabled the assembly of a personal archive.
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Bowes, David John. "The Church of England in East Yorkshire from 1743 to c1840 : with particular reference to economic matters." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5645.
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This thesis investigates, based on extensive database information, how the material resources of the clergy changed, primarily as a result of the enclosure process, from being based substantially on tithes, to one of ownership of the land itself, and the effect of this on the Church of England in the East Riding. It also considers the different types of church living, their numbers and relative values, and the extent to which the values changed over the period. The great variety in the value of livings that were a result of this process led to the development of differing clerical lifestyles. A clergyman had to find the favour of the patron before obtaining a living. The living he obtained was related to the place he occupied in local society. For those clergy who lacked the connections that would bring them better value livings, pluralism was a financial necessity. For those with the right connections, it was a way to increase not only the size of the stipend, but also their influence both within the church and beyond. Pluralism was a significant cause of non-residence, leading to the need to employ stipendary curates to maintain the services. The position of these curates also related to the economic state of the church as they sought to increase that income by multiplying the posts they held. The thesis also investigates the extent to which these changes led to the development of a group of clergymen who, living in a substantial parsonage and using the church's land to develop their own mini country estate were akin to minor gentry. Many such clergy also carried out important administrative and judicial functions. Other clergy never gained such status, and many of whom were destined, even after the considerable changes that affected the economic life of the church in the period, to live with their families on very low incomes.
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Alshahrani, Mohammed A. "Police powers, legal rights and pre-trial procedures in Saudi Arabia : a comparison with England and Wales." Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5606.
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The exercise of police powers is subject to rules and guidelines, and the event of police powers has occasioned considerable controversy since the inception of the 'new police'. On the one hand, the police clearly need powers to stop people on the street if they are suspected of a crime, to enter people's houses if they suspect that they are hiding stolen goods or firearms and to arrest people they suspect of a crime. They need to be able to interview suspects in the police station and may have to hold suspects in cells. On the other hand, individual citizens need to be able to carry on with their everyday lives without risking being stopped on the streets, having their homes ransacked by the police and being arrested and taken to the police station. Suspects must be protected from torture, brutality and the extraction of false confessions. Special protection may be afforded to vulnerable groups such as the young and mentally ill. Legislation on police powers, therefore, must balance conflicting needs. Saudi Arabia the Stop, Arrest, Detention and Custody Regulation (SADC) was set up in 1983. The regulation provided powers relating to stop and search, arrest, detention. interviewing, and the investigation of crimes It seeks to protect suspects from the abuse of such powers by granting to suspects certain rights and protections. In practice, however, the balance between the use of the powers and suspects' rights is different. The police appear to exceed their powers as they provided and the safeguards are ignored. Therefore, the question is, how do the pre-trial procedures work in practice? No research has been done to examine the pre-trial process in practice in Saudi Arabia. Data collection for the study as carried out using three methods: questionnaire, observation and documentary data from police files. In this research variations have been found between the official regulation and actual police practice.
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Tekenah, Victoria Abba. "A comparative study of selected aspects of in-service education as between Nigeria and England and Wales." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:11514.
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This piece of work is concerned with an examination of some selected innovations of in-service education and training available to teachers in England and Wales and how this compares with Nigeria, with special reference to their potential application in the Rivers State. The four selected aspects of in-service for this study are: a) the school-focused idea; b) the induction year; c) the professional tutor/centre concept; d) the teachers' centre movement. Prior to this, the investigator carried out an opinion seeking survey of teachers and educationists in the Rivers State to ascertain their attitudes towards the introduction of such practices in their schools. This formed the basis of the detailed investigation of four teachers' centres and three secondary comprehensive schools in Humberside and North Yorkshire Local Education Authorities. The main body of the work is divided into four parts comprising of ten chapters and a conclusion. Part A is concerned with the definition and scope of study with a review of the literature. Part B examines the structure of in-service education in England and Wales and Nigeria. The design and method of empirical research with the presentation, analysis and interpretation of results and a comparison between the documentary evidence and empirical findings constitutes Part C. Part D is concerned with recommendations arising from the research especially in respect of the possibility of introducing the selected INSET innovations in the Rivers State of Nigeria. A summary of the study would be that a great majority of the educationists in Rivers State are in favour of introducing these aspects of INSET into their schools, while the results of the case studies from England and Wales show that most teachers who are engaged in school-focused INSET and attend teachers' centre courses believe the experience to have been beneficial to them by improving their professional competence. Professional tutors and probationers also see the introduction of the professional tutor and arrangements for the induction year as invaluable sources of in-service education. Chief Advisers of in-service education and wardens of teachers' centres in Humberside and North Yorkshire also share similar views. Certain recommendations and their implications as regards the adoption, part adoption or even rejection of these practices are made by the researcher in the conclusion.
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Welsh, David Roy. "The reform of urban policing in Victorian England : a study of Kingston upon Hull from 1836 to 1866." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:4701.
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Chapter 1 introduces the economy, society and politics of Hull in the nineteenth century, concentrating on the middle decades of the century. The characteristics of the old police system in the early 1830s are analysed in chapter 2, along with the proposals which were made for its reform in 1836 and the very similar measures actually introduced. Chapters 3 and 4 constitute the main part of the thesis arranged thematically. A loose distinction can be made between them, with chapter 3 examining what the Hull Police was as a body (its organization, manpower, discipline etc.), while chapter 4 analyses what it did (dealing with crime, public order and issues relevant to serving policemen, etc.). However, it must be stressed that this is not a rigid division of subject matter. Chapter 5 is concerned with two subjects: first, a service provided by the police, fire-fighting, which was usually effective but led to one controversial incident; second, an operational feature of the police, its police stations, which were a recurrent problem for many years until the issue was resolved handsomely. Finally, some of the early policemen are introduced in chapter 6: their working lives are analysed and the effects which this had on them as individuals are considered. The conclusion draws together the main findings of the research and the appendices contain relevant information which is supplementary to the argument and analysis or too detailed to be easily presented in the text or footnotes.
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Burley, Stuart Donald. "Diagenetic modelling in the Triassic Sherwood sandstone group of England and its offshore equivalents, United Kingdom continental shelf." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:3155.
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Smith, Jeffrey. "Earning or learning? : class, culture and identity in contemporary schooling : an ethnography from northern England and southern Ireland." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:8312.
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The study is divided into three parts. Part One consists of two chapters in which I situate the study theoretically and reflect on the personal consequences of the subsequent methodological undertaking. Chapter 1 introduces the conceptual and contextual frameworks utilised throughout this research. In it I chart the history of ethnographic educational research, from the Chicago School to the emergence of critical ethnography through the seminal work of the Birmingham-based CCCS, before rounding off by highlighting contemporary approaches offering new insights on the cultural landscape of social class inequalities. The current state of educational research in Ireland will also be touched upon, as I introduce the national setting for the comparative element of this study, which forms the location of the school in which I conducted further fieldwork. I also discuss the contemporary relevance of the concept of 'inclusive education' and contextualise its relevance in relation to a study of this nature. Chapter 2 presents a reflexive account of how the research conducted for this study was actually carried out, concentrating on my early forays into the field as a fledgling school ethnographer in the English setting of Bridgepoint High school. The chapter focuses on this initial stage of the enquiry because this is when the pitfalls and dilemmas associated with researching people in real world settings confront one for the first time, leading to a strategy of reflexive engagement that subsequently shaped and informed the comparative fieldwork in Ireland. Part Two contains two chapters that form the comparative case study element of this research. Chapter 3 offers a detailed description of life at Bridgepoint High, a large state-run secondary school situated on the Bridgepoint estate in the northeastern city of Crownport. In addition to describing the social and economic conditions that prevail on the estate, the chapter looks at the way that constant testing and surveillance combines with the pressures of the contemporary education market to privilege a meritocratic IQ-ism that results in a deficit-based attitude towards its pupils. A culture of interactional hostility and disillusionment with formal education is found to be a pervasive feature of Bridgepoint school experience, with largely negative consequences for everyone concerned. Chapter 4 presents a case study of secondary education in the Republic of Ireland, represented by St. Oliver's Community College in the coastal city of Cove. Again, the chapter details the local surroundings and points to similarities not just in the two cities themselves but also on the estates where the schools are located. However, in sharp contrast to Bridgepoint High, St. Oliver's was discovered to be a radically different kind of establishment, appearing on the surface to operate a more strict discipline code, but actually offering a calm, conducive and welcoming atmosphere characterised by surprisingly cordial social relations. The pressures of credentialism appear equally strong here too, but the willingness of staff to find alternate ways to celebrate pupil achievement, allied to shared investments in a positively ascribed local identity, are found to be at the heart of the outstanding sense of community witnessed at the school. Part Three consists of three chapters, forming the 'analysis' section of the study. Chapter 5 attempts to explain what I see as the reasons why Bridgepoint High school is not 'successful', both in the official terms proscribed by current government education policy, and in terms of the quality of school experience that it provides for its teachers and young people. Here, I point to the reinvigorated culture of 'machismo' exhibited by staff and pupils, partly as a rearticulated and insecure response to the diminished status of traditional forms of working-class, masculinity, and as a consequence of the 're-masculinizing' tendencies inherent in emerging forms of teacher subjectivities under the managerial regime of 'continuous improvement'. A school culture of strident homophobia, racism and compulsory heterosexuality is shown to present insurmountable barriers to improving school-based relations, without which the young people of the Bridgepoint estate will continue to prematurely disengage from education. Chapter 6 presents a comparative analysis of how the two schools differed in their approach towards educating the young people in their charge, paying particular attention to the many similarities in structural constraint both schools faced, and yet pointing to the varied responses within the schools to the challenges posed by these constraints. Chapter 7 offers a complimentary analytical perspective to that in Chapter 5, this time presenting a thorough explanation of the reason why St. Oliver's Community College was found by all of those involved, including staff, pupils and the local community of which it is very much an integral part, to be in every respect a 'successful' school, despite its relatively lowly status. While highlighting the substantial contribution that a 'Catholic' outlook on schooling undoubtedly plays in generating congenial working relationships between teachers and pupils, I also highlight the strategy of affirming value in locality as a major reason why the school has developed such strong links with the surrounding community. Ultimately, celebrating one's sense of belonging in a particular place is argued to have a huge impact on the self-confidence and esteem of pupils who responded by sharing ownership of St. Oliver's in a shining example of the potential offered by inclusive education. Finally, a brief Conclusion summarises the findings of the research and offers some tentative suggestions on how English schools, despite the policy constraints they face, need to apply a more community-centred model of schooling attuned to ensuring that people's concerns and realities are put at the centre of the educational agenda. Only then would members of those communities perceive themselves as active citizens, with their different ways of knowing valued as a resource in the shared enterprise of learning.
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Ma, Jie. "Moving between what-is and what-might-be? : sustainable international partnership in higher education : perspectives from England and China." Thesis, University of Hull, 2018. http://hydra.hull.ac.uk/resources/hull:17247.
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One of the ways in which universities relate to the world in the context of internationalisation is through partnership. However, many university partnerships either do not reflect institutional strategic planning, or do not make good use of the individual contingent networking. Higher education institutions across the world engage enthusiastically in developing inter-institutional partnerships but reluctantly invest in nurturing inter-personal relationships, which are central to sustainable relationship building. This thesis attempts to explore what constitutes sustainable international partnership in higher education, and sets its focus on England and China, given the strong belief in internationalisation to achieve particular national agendas in both countries. In order to explore what is perceived to be desirable and worth attaining in sustainable partnership for a given set of participants, the concept of the imaginary is incorporated in this research to connect what-is with what-might-be. Two strands of data were collected from each case university (one in England and one in China) relating to the policy constructions and the staff perceptions. The university strategic policy discourse indicated how institutions project constructions of sustainable partnership in each institution. The 35 semi-structured interviews with staff at either the institutional level or the disciplinary level from both countries demonstrated how individuals respond to policy constructions and also 'imagine' alternatives. The thesis presents a shared imaginary across two institutions in England and China, within which, sustainable partnership is constituted by either strategic planning or contingent networking, and this seems to create an illusion of sustainability for both institutions and individuals. Furthermore, the findings from this study suggest sustainable partnership is constituted by the coordination between strategic planning and contingent networking. The key is to embed partnership emerging in the contingent networking and then situate strategic planning in the context of partnership, nurturing and flourishing interpersonal relationships, and, not vice versa. This thesis not only contributes to a holistic imagining of what might constitute sustainable partnership, but also creates an imaginative space from which sustainable partnership might be attainable between universities even with divergent strategic agendas.
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Billington, Sam. "Factors affecting Atlantic salmon (Salmo salar L.) in the Mersey catchment, North West England, and the potential for a recolonisation." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:13739.
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Salmon became locally extinct from the River Mersey, northwest England, during the 1950s – 1970s due to deterioration in water quality and man-made barriers. Stray salmon began entering the River Mersey in the 1990s but a self sustaining population has yet to become established. The aim of the study was to review and investigate the recent history of the Mersey catchment, the current status of and factors effecting the salmon population and the potential for a natural recolonisation of River Mersey. The requirements of adult and juvenile salmon and homing and staying in salmon were reviewed. The physiochemical requirements of salmon are highly specific with connectivity of fundamental importance to upstream migration. In reviewing the status of the Mersey catchment flow manipulation, obstructions to migration, poor water quality and river modifications were common in all rivers. Adult and juvenile salmon have been captured in the Mersey catchment since 2000 but have consistently been caught in low numbers and smolts have not been captured. Genetic analysis was used to assign salmon entering the Mersey to their region of origin. The Mersey is dependent on stray salmon with the majority from rivers in the Solway and Northwest England areas. A tracking study was used to determine salmon behaviour and route choice in the Mersey catchment and salmon were found to be prevented from moving freely within or upstream of the lower Mersey catchment. Habitat surveys undertaken throughout the catchment revealed a general trend of key habitats existing upstream of barriers and inaccessible to adult salmon. Salmon are unable to recolonise the Mersey catchment in its current state. There are a range of management and restoration options available to restore salmon to the Mersey catchment but a coordinated and concerted effort is required to be successful.
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Beyer, Kathleen. "Ecological implications of introducing Leucaspius delineatus (Heckel, 1843) and Pseudorasbora parva (Temminck and Schlegel, 1842) into inland waters in England." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1002.
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Non-native species invasions threaten the structure, function and biodiversity of ecosystems worldwide, and those of non-native fishes pose amongst the greatest threats to inland waters of the U.K. This PhD investigated the establishment, dispersal and ecological implications of introducing the two non-native fish species, sunbleak Leucaspius delineatus (Heckel, 1843) and topmouth gudgeon Pseudorasbora parva (Temminck and Schlegel, 1842) to inland waters of England. The introduction and initial dispersal of both species can be attributed to the commercial fish trade. Species-specific variability of life history, growth and morphological traits was examined in sunbleak (12 sites) and topmouth gudgeon (3 sites) to assess their role in establishment success. The drift dynamics, i.e. timing and intensity (propagule pressure), of sunbleak and topmouth gudgeon were assessed for source populations to determine dispersal potential. Potential risks for native species posed by these two alien cyprinids were assessed with respect to the parasite fauna and overlaps in resource use. For sunbleak, these were also examined in terms of social integration of this species into a native fish assemblage. Biological resistance to topmouth gudgeon invasion was evaluated by stomach flushing and gut content analysis of native piscivorous fishes. Inter-population variability in life histories and morphological characters were observed in both sunbleak and topmouth gudgeon. Populations of both species matured at small body sizes and between the ages 1 and 2. The fish were of good body condition and exhibited high reproductive investment. In both species, dispersal from source waters followed a diel pattern, with higher rates at night than during the day (e.g. maximum drift densities during May of 2004 and 2005: 9-10 sunbleak per 1000 m -3 at about 23:00 hrs; 40-52 topmouth gudgeon per 1000 m -3 at about 05:00 hrs). Downstream of one source population, microhabitat use of topmouth gudgeon was found to overlap with native species (brown trout Salmo trutta L., European chub Leuciscus cephalus (L.), bullhead Cottus gobio L., stoneloach Barbatula barbatula (L.); both brown trout and chub were observed to prey on topmouth gudgeon. However, predation intensity may be density-dependent and of insufficient level to impede topmouth gudgeon establishment, which was facilitated in the receiving stream by the consistent propagule pressure from on-line source populations. Sunbleak diet and microhabitat use also overlapped with native species (roach Rutilus rutilus (L.) and common bream Abramis brama (L.)) as young larvae, but this decreased with age. Social network analysis of sunbleak-native species interactions revealed that sunbleak creates significantly stronger social bonds with the native species than do natives amongst themselves. No macro-parasites were found in topmouth gudgeon, but two ‘Category II’ non-native parasites Neoergasilus japonicus (Harada, 1930) and Ergasilus briani (Markewitsch, 1932) were found in some populations of sunbleak. The potential for sunbleak to spread beyond their current distribution in England and the species’ social integration behaviour may facilitate the dispersal of these parasites, which may spread faster among communities invaded by sunbleak than in those where this non-native species is absent. The results of this PhD study are discussed within their wider context and their relevance to non-native species risk analysis and management.
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Ridha, Kadhum Kreem. "Pre-service teacher-training in Iraq and England, with special reference to the use of educational media - a comparative study." Thesis, University of Hull, 1990. http://hydra.hull.ac.uk/resources/hull:4573.
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This study is an attempt to examine some aspects of primary and secondary initial teacher-training in England and Iraq, with Special reference to the use of educational media in educational institutions. There is no doubt that good teachers are skilled in the effective use of educational media, which play a great role in improving any educational system. The study, which comprises ten chapters, is divided into two main parts. Chapters One, Two, Three, Four and Five make up Part One, which is contextual. Chapter One provides general background, including statement of the problem, the need of educational media, the aims of the study, the limitations and the definition of selected terms. Chapter Two reviews selected literature from England and Iraq, and discusses some aspects of educational media in selected countries. Chapters Three and Four present an historical overview of initial teacher training in England and Iraq. Chapter Five, which concludes Part One, is concerned with the development of educational media in general, but particularly in England and Iraq. The five chapters of Part Two are concerned with the empirical dimension of the study. The research methodology is presented in Chapter Six, while the results of questionnaire surveys conducted in England and Iraq are presented in Chapters Seven and Eight. Chapter Nine compares the results of the questionnaire surveys between the two countries. Finally, Chapter Ten presents conclusions and recommendations drawn from the documentary evidence and empirical findings. Three questionnaires were designed and developed; one for tutors in teacher-training institutions; one for student-teachers, and the third for practising teachers. The Iraqi questionnaires were presented and answered in Arabic.
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Yorke, Linda. "Late quaternary valley fill sediments in the River Tyne valley : understanding late Devensian deglaciation and early postglacial response in northern England." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:1754.
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This thesis reconstructs part of the deglacial and early post-glacial history of the River Tyne Valley, Northumberland. Data has been gathered through description and interpretation of sedimentary sequences and stratigraphies from quarry and cut-bank exposure, the development of a geochronology was attempted, based on optically stimulated luminescence (OSL), and broad-scale geomorphological mapping using traditional field mapping and appropriately scaled digital elevation models from NEXTMap Britain. The thesis contributes new detailed sedimentological and morphological data, and has re-evaluated existing data sets and interpretations. A number of sites have been investigated in very close detail, and the sedimentological analyses provide a much better understanding of their formational environment than morphological studies alone can do. The research in the Tyne Valley contributes to the growing body of work carried out by the extensive morphological mapping programs, with the detailed sedimentological and stratigraphic data vital for ground truthing remotely-sensed landform interpretations. The story of deglaciation in Britain is a complex one and the work here illustrates that we are far from understanding the behaviour of the ice during the last glacial period, and certainly there is not a one model fits all solution.
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Ng, Sze Fung Fowie. "Charterism and charterization within health services : a public choice analysis of the implementation of patients' charters in England and Hong Kong." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:8398.
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Patients' charters have been incorporated in health services systems among various countries including the United Kingdom and Hong Kong. By means of a comparative case study, this research looked at the implementation of patients' charters in the National Health Service in England and the Hospital Authority in Hong Kong from the perspectives of staff at different levels as well as patients' groups and their representative bodies. Points of convergence and different approaches have been illustrated in both locations from their experiences in implementing the charter. Together with the positive and negative impacts learned, it is argued that current knowledge about 'Charterism' is limited to the UK context and this should be interpreted within the international arena as shown from a bundle of tenets and principles of the Hong Kong experience. By means of analyzing the case study, the utility of Pubic Choice Theory is demonstrated in understanding the self-interest behaviours among the actors involved in patient's charter in both locations. It is also argued that patients' charters can be effective Public Choice remedy tools to shift provider-led health services into consumer-led health services.
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Smith, Jennifer. "What are mothers' and healthcare professionals' experiences of infant feeding within the current policy context and culture of healthcare in England?" Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:11526.
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Background: Increasing breastfeeding rates is a longstanding goal of health policy in England. Rationale for this is premised upon the health benefits to both mother and child conferred by exclusive breastfeeding. Current UK Infant Feeding Policy (IFP) derives from international guidelines incorporating the Baby Friendly Initiative (BFI) that promote exclusive breastfeeding. Such ‘evidence informed policy formation’ is emblematic of the current context of health policymaking. However, the impact of current IFP upon women and healthcare professionals is under researched. Aim: This study explores the impact of IFP upon Women, Midwives and Heads of Midwifery services in England and considers the implications for maternity services. Methodology: A qualitative design used semi-structured interviews to determine the experiences and views of IFP with eight Heads of Midwifery and eight Midwives. Six women underwent three interviews exploring their infant feeding journeys at: 8 months pregnant, 1 month and 6 months’ post-partum. Data were analysed using Colaizzi’s phenomenological method. Findings: Three key themes arose contributing towards understanding the context of IFP: Being with IFP, Discourses of Self-Determination and The Emotion work of Compliance. For Midwives: The socio-political context of health and health-care system policy is multifarious but contains identifiable spheres relating to current IFP. Midwives do not appear to actively engage in the political process of this type of policy generation. For Mothers: Infant feeding remains emotionally fraught territory. Three key themes arose from the first interview: Adopting a Stance, Formulating a Vision and Processing the Dialogues of Infant Feeding. The second interview engendered three more key themes termed: Being with the Reality of Infant Feeding, Regaining Selfhood and Seeking Companions. Discussion and Conclusion: Foucault’s analyses of power and governmentality were used to explore the ‘Art of Midwifery’ vs the ‘Art of Governance’. Lack of holism and neoliberal agendas dominating current IFP may be detrimental to maternity service provision as they compromise decisional autonomy for women and clinical autonomy for midwives.
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Raffell, Roland Constantine. "The radical and nonconformist influences on the creation of the dual system of universal elementary education in England and Wales, 1866-1870." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3973.
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In a study of the genesis of the 'dual system' of universal elementary education in England and Wales, obtaining at the present, it is easy to be influenced by the received view that the 1870 Elementary Education Act was a wise and judicious measure, albeit a move of limited potential, by W. E. Forster and the Liberal ministry of 1868, under William Gladstone.Educational historians, in the main, while setting out the importance of the 1870 Elementary Education Act, tend to expound an established opinion that the legislation was predominantly the work of Forster, who was ably assisted by an unwritten alliance between the Conservative Party and the Established Church. However, in order to understand fully, the developments leading up to the act itself, it is necessary to appreciate the little recognised, fundamental influences and pressures initiated by both radicals and nonconformists on the final outcome, and the resultant antagonisms in the struggle for universal elementary education, especially those political and religious controversies which were characterised by the wider debate of the years between 1866 and 1870.It is my purpose in the study to trace the developments of events over this period, and to give just deference to the specific details, preferences and campaigning that would set up the right conditions for the successful passing of legislation in 1870. In this respect, I contend that the final, amended bill, as passed by Forster, was the result of a four year agitation, and only really emerged in 1870, and in the form that it did, because of the radical and nonconformist influence. In qualifying this, it is not my purpose to support the ideas and philosophies of those protagonists, but rather to justify their importance as catalysts in the development of legislation, and in the moulding of the significant clauses which established the bill as a compromise. The act of 1870 was only successful because of the continued pressure and influence of the radicals and nonconformists in their challenge to the, hitherto, voluntary system of elementary education.The major part of this study is concerned with events between the latter part of 1866 and August, 1870 which saw the passing of Forster's education bill. This period saw the growth of both the Manchester Education Aid Society and the Birmingham Education Society; attempts at legislation for the reform of elementary education in both the House of Commons and the House of Lords on four occasions between 1867 and 1868; the collapse of the voluntaryists under Edward Baines; the passing of the second reform bill, which enabled Gladstone to form a radical and reforming ministry; the creation of the National Education League as a truly nationwide pressure group, and its adversary the National Education Union; and ultimately, the planning of the education bill and its passage on to the statute book.
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Abangma, Patience. "A comparative study of the secondary school curriculum in England and Wales and the Republic of Cameroon : issues of breadth, balance and relevance." Thesis, University of Hull, 1992. http://hydra.hull.ac.uk/resources/hull:7018.
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The question of breadth, balance and relevance of curriculum as a major concern of educational issues today, has provoked the investigation of their existence within the secondary school curriculum in England and Wales and in Cameroon. Arguments invoking the concept of subject-mindedness and integration in favour of specialisation or of breadth, are considered to be incomplete. Alternatively, arguments in favour of breadth, balance and relevance based on consideration of intrinsic and instrumental values of curriculum activities are considered. But some of the claims made on instrumental grounds for the importance of certain subjects as elements in the curriculum are be questionable. Like all other concepts, that of breadth, balance and relevance have been placed in the study within a certain context to bring out their meaning. In this thesis, the concepts are discussed in relation to the secondary school curriculum in both countries under study. This therefore led to a re-examination of the educational systems and curricula in both countries, and some curricula models with a view to answering our research question which is: "To what extent does the secondary school curriculum in England and Wales and in Cameroon reflect the principles of breadth, balance and relevance?". For the purpose of this thesis, breadth has been related to the range of activities within the school and pupils response; balance in terms of the different values which the curriculum attaches to the various activities and the extent to which these activities are related to minimum teacher competence; while relevance is related to meaningful activities, satisfying needs of the child and values in the community and constantly evaluated to determine the extent to which it has achieved its goals. The relativity of these concepts makes it necessary to find an organising conceptual framework within which these concepts can be made more practical. After much scanning through curricula models, and the purpose for which they are developed, it emerged from the study that Lawton's cultural analysis model which incorporates elements of Barnes (1976) view of objectives, values and experience of both pupils and teacher could be a much more practical model. An important aspect of a broad, balance and relevant curriculum is the ordering of priorities which on the one hand will depend on socio-economic and cultural context in which the curriculum is to operate and on the other hand, the perception of the whole notion of a curriculum. An analysis of the literature and empirical findings from England and Wales has revealed that, their priority of socio-economic and cultural values are enhanced as a result of a much broader notion of the curriculum which is not only limited to traditional subjects taken at the examination. In which case, according priority to literacy, communication skills, personality and development skills, and attitudes related to the concepts of every day life which gives opportunities for pupils to excel and gain positions of high status in society. In contrast, the literature and findings from Cameroon have revealed that though socio-economic and cultural values are claimed to be a priority, the narrow interpretation of the concept of curriculum which limits it only to traditional subjects at the examination may fulfil the principles of breadth and balance but not relevance. Consequently, a much broader notion of a curriculum will enable the principles of breadth, balance and relevance to be more practical. In this light, a curriculum tailored to the Cameroonian context, must therefore attempt to broaden the scope and perception of curricula and education offered in schools.
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Rawlings, Philip. "The reform of punishment and the criminal justice system in England and Wales from the late seventeenth century to the early nineteenth century." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:3150.
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Smith, John T. "The influence of Wesleyan Methodism on elementary education in England in the period 1849-1902 with particular reference to the work of Dr. James Harrison Rigg." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:6669.
Full textAbstract:
The thesis intends to look at the Wesleyan effort in elementary education in the second half of the nineteenth century and aims to assess the educational work of Dr. James Harrison Rigg, who was President of the Wesleyan Conference on two occasions and acted as Principal of the Wesleyan Westminster Training College for 35 years. The only work published on Dr. Rigg is a biography, written by his son-in-law, John Telford, in the year of his death, 1909. (John Telford: The Life of Dr James Harrison Riqq, Culley, London 1909. ) The Methodist educational effort has been surveyed in a number of studies. H. F. Mathews has looked in some detail at the Methodist contribution before the 1850s in his book Methodism and the Education of the People 1791-1851, (Epworth, London, 1949) and conducted a broad survey of the period 1851 to 1954 in his unpublished PhD. thesis of 1954 'Methodism and the Education of the People (since 1851)' (London (Ext) PhD. 1954). Only a small proportion is devoted to the later 19th Century and he does not analyse the philosophical bases of Wesleyan education, largely ignoring the works of Rigg, with only two of his published works quoted in the thesis. F. C. Pritchard has written studies of Westminster College and of the Wesleyan contribution to Secondary education (Methodist Secondary Education, Epworth, London, 1949) but he also ignores elementary education. H. F. Cloke studied the wide period 1739-1902 in his unpublished M. A. thesis 'Wesleyan Methodism's Contribution to National Education, 1739-1902', London 1936. Over half this thesis looks at the work of John Wesley and early educational initiatives, and only few pages are devoted to the period 1850-1902. Although he does make several references to Rigg, Cloke does not analyse his influence on Wesleyan policies. Little research has taken place on Methodist education since the 1940s. The late Marjorie Cruikshank made mention of Methodist reactions to the educational legislation after 1870 in 'Church and State in Religious Education' (1963). D. Hempton has made valuable contributions to Wesleyan history in Methodism and Politics in British Society. 1750-1850 (Hutchinson, 1984) and in his article in the HISTORY OF EDUCATION, 1979, entitled 'Wesleyan Methodism and Educational Politics in Early 19th Century England' as well as his thesis on 'Methodism and Anti-Catholic Politics, 1800-1846' (St. Andrews, 1977). All of these studies concentrate on the early 19th Century. The Wesleyan contribution to education after 1849 is largely ignored. H. Foreman's unpublished M. A. thesis, "Nonconformity and Education in England and Wales, 1700-1902', (London M.A.(Ext.)1967) is also a very wide survey. The latter part of the thesis does deal with the period in question, but concentrates on the work of the National Education League and other dissenting bodies, and does not deal with Methodism in great detail. Nor does he assess the work of Rigg. This study hopes to fill the gap by researching the influence of J. H. Rigg on national elementary education in this period and the philosophical bases of Wesleyan elementary education after 1849. In particular it will assess the influence of anti-clericalism in formulating Wesleyan education policy. It will use previously unused reports of the Wesleyan Education Committee, the Methodist newspapers of the period and the reports of H. M. I. and the unpublished correspondence of Rigg, as well as his published work on education. It will also reassess the Methodist attitude towards government legislation in this period. 1849 is chosen as a starting point simply because it was the year in which Rigg published his first article on educational policy.
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Gowland, Stuart. "Facies analysis of three members of the Scarborough Formation (Middle Jurassic : Lower Bajocian) in the Cleveland Basin, northeast England : Blea Wyke, Byland Limestone and Crinoid grit members." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:3919.
Full textAbstract:
The Scarborough Formation is the youngest marine horizon of formation status within the dominantly deltaic Aalenian - Bajocian Ravenscar Group, Cleveland Basin, northeast England. Sedimentary facies analysis has been performed on the three conformable lithostratigraphic units which make up the bulk of the Scarborough Formation outcrop: Blea Wyke, Byland Limestone and Crinoid Grit Members. This form of analysis was performed in an effort to determine the depositional environments of the members. The information derived from the study enables one to trace the palaeogeographic evolution of the Cleveland Basin throughout much of Scarborough Formation times.The clastic Blea Wyke Member [6 facies] is attributed to deposition in a shallow [<4m], essentially microtidal,delta-destructive marine embayment. This embayment formed through non-eustatic marine transgression initiated by the compactional subsidence of an abandoned [Gristhorpe Member] delta lobe. Open to the east, the embayment covered some 2000km2 of the Cleveland Basin when fully established. A range of sand bodies evolved on the silty embayment floor in response to spatial and temporal changes in the wind-forced wave and current regime. These sand bodies included subtidal shoals, laterally extensive storm-emplaced sand blankets, and a classic delta-destructive sheet sand formed through the landward translation of a low-profile barrier bar.Under sustained rate-of-subsidence controlled marine transgression, clastic input to the Blea Wyke Member embayment eventually waned. In response, the overlying Byland Limestone Member [6 facies] was deposited in the western part of the Cleveland Basin in the form of a carbonate-dominated lagoon-barrier-inner shelf complex. The barrier component of the complex evolved through transgressive upward-shoaling under the influence of wind-forced wave and current activity. Composed of pellet lime grainstones, it protected a lagoon within which the dominant deposits were pellet lime mudstones, wackestones and packstones. Lithological and faunal similarities between the lagoon and inner shelf suggest that much of the shelf region may have comprised former back-barrier lagoon-fills exhumed during transgression.Byland Limestone Member times were terminated by an acceleration in the rate of marine transgression followed by tectonic uplift and subsequent geomorphic decay of the major landmass to the north [Mid North Sea High]. Transgression generated an east-west orientated epeiric seaway connecting the Sole Pit Trough with an areally restricted Pennine Massif. Within this seaway, clastic sediment derived chiefly from the Mid North Sea High was deposited in the form of a progradational, regional-scale composite sheet sand body: the Crinoid Grit Member [8 facies]. Deposition occurred under the combined influence of tidal currents, wind-forced currents and wave activity. Three main facies belts are recognised: paralic tidal sandwave complex, storm-dominated inner shelf and sandy middle shelf. The presence of a tidal sandwave complex is particularly interesting; it indicates that the forging of a marine connection to the west of the Cleveland Basin was necessary before tidal cyclicity could become prominent within the basin.
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Bower, Kim Susan. "To what extent does content and language integrated learning (CLIL) as a language-based project approach promote pupil motivation in the teaching of MFL in three secondary schools in England?" Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8619.
Full textAbstract:
This research was undertaken at a critical time for language learning in England. From the government’s decision in 2004 to make languages optional in KS4, numbers studying modern foreign languages both in this key stage and within key stage 3 reduced at an alarming rate. The creation of an EBacc in 2011 in which languages is one of five subjects studied, caused a recent, small upturn in GCSE entries as the first cohort took the GCSE examination (Tinsley and Board 2013). However, the underlying reasons for the decline, including: the lack of a coherent national language policy based on a sound philosophical approach (Evans 2007; Macaro 2008); curricula with predominantly boring content, perceived by learners to be irrelevant, (Bell 2004; Coyle 2000) and a subject perceived as difficult and unimportant by many pupils (Dearing and King 2007) remain unaddressed. The introduction of primary languages, delayed by the arrival of the Coalition Government in 2009, will become compulsory for all pupils from the age of seven in September 2014; funding to support this introduction is no longer in place. To date in 2013 there has been no clear strategy of transition between key stages 2 and 3. One of the means of addressing the demotivation in KS4 and increasing take up, identified in the Languages Review (Dearing and King 2007), was that of immersion teaching and Content and Language Integrated Learning (CLIL), which were underway in a small minority of schools in England, although more widespread in Europe. A national statement and guidelines about CLIL were published in 2009 (Coyle et al. 2009b). Although CLIL should not be regarded as the answer to pupil motivation in the modern language classroom (Coyle 2011), evidence from schools where it is working would seem to suggest that pupils are making progress, are motivated and achieving success in summative assessment, and teachers are enthused. Research about CLIL in England is relatively sparse, but gathering momentum. In the most recent large-scale research project, Coyle (2011:5) calls for A thorough investigation of different CLIL models which focuses on acquiring new knowledge and skills through another language. This research forms part of the response to this need; my motivation for embarking on the study will now be explored.
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Künnecke, Martina. "Towards similar standards of judicial protection against administrative action in England and Germany? : a comparison of judicial review of administrative action and the liability of public authorities under the influence of European laws." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:8314.
Full textAbstract:
This comparison has shown that the traditionally divergent positions, which are taken in the control of administrative action in England and Germany, display some common ground in very general terms on which decisions are being taken. The formulation of these general observations is valuable in the preparation of a transnational approximation of judicial review mechanism for the establishment of comparable levels of judicial protection in Europe. These results may be useful for future developments of a common system of judicial review across Europe, even though these results may only represent two pieces in the jigsaw. The comparison has also identified major differences and assessed the reasons for the diverging developments in a historical perspective. The identification of these differences is equally important because of the need to find compromises between divergent systems. Secondly, the thesis was concerned with an analysis of the degree of Europeanisation of the national judicial review systems and the concept of public liability as it is currently emerging. Here, some changes can be noted in both legal systems, which have led to a slow convergence of the systems. The changes in England are marked by an increasing openness for more transparency in the decision-making and the development of a more rights based culture. The substantive review of administrative decision through the application of sharper tools such as proportionality and substantive legitimate expectation mark a new era. Germany, on the other hand displays very high standards of review. The changes in Germany which were provoked mainly by case law of the European Court of Justice indicate the need to reduce the standard of review in some areas, such as the protection of substantive legitimate expectation in the context of the recovery of, state aid. The neglect of procedural protection which is illustrated by generous provisions which allow the in-trial curing of procedural effects displays an approach in Germany which is very focused on the substantive correctness of decisions. This attitude might, in the future lead to controversies in the context of European laws. Nevertheless, limitations to a convergence are inherently set by each national systems constitutional framework. The reasons for the different developments of both legal systems in the nineteenth and early twentieth century can not be ignored and will remain to an extent to preserve the national character of both systems. The variety of results, which have been identified in the four main chapters of this thesis were concerned with issues dealing with the institutional aspects as well as systematic aspects of judicial review and public liability in England and Germany. However, the nature of this comparison required the analysis of institutional contexts as well of the substantive and procedural judicial review mechanisms. The questions asked were concerned with identification of common principles and differences in a historical context, the degree of Europeanisation, which has led to an approximation of nationally divergent positions and the limitations, which are provided by each system's constitutional framework in which judicial review operates. The comparison focused on the development of a system of judicial review of administrative action in a historical perspective, the judicial control of the exercise of discretionary powers, fair procedures and their judicial review and the liability of public authorities in tort.