The Risk of Unexploded Ordnance on Construction Sites in London

Greater London, among many large cities, was subject to bombing by the German military in both the World Wars and was the target of many air raids during the Second World War (WW2). This was particularly the case during the Blitz, September 1940 – May 1941, when over 28,000 high explosive bombs and parachute mines were dropped on London. Post war research conducted in 1949 estimated that approximately 12,750 t of bombs, including V1 and V2 rockets, were dropped on London. The night of 16th – 17th April 1941 was one of the worst bombing raids, when 446 t of bombs were dropped on London and over 58 t did not detonate. Unexploded bombs remain buried underground today, as they were unidentified at the time or abandoned owing to difficulties in recovering them. Uncharted bombs continue to pose a potentially significant hazard for developments around London. This paper considers the probability of discovering unexploded ordnance (UXO), particularly WW2 ordnance, during intrusive groundworks in London. The prevalence of unexploded ordnance has been assessed using data obtained from governmental organisations to estimate the likelihood of discovery in London

Beyond the island story? the opening ceremony of the London 2012 Olympic Games as public history

This paper evaluates the opening ceremony of the London 2012 Olympic Games as an exercise in public history. Public events have been widely identified within the study of nationalism as festivals that attempt to reinforce national identity and belonging. Contemporary Olympic Games figure in this literature as a specific form of event where the nature and content of a host state's identity is displayed for the global gaze of other nations. While opening ceremonies perform a rich display of national identity in any case, London 2012 is particularly significant for taking place at a time of major political contestation in the United Kingdom and has frequently been interpreted as an expression of radical patriotism. Traces of such patriotic thought associated particularly with England can be found in the opening ceremony's historical pageant and overall concept, showing resonances with the work of Raphael Samuel, who argued for a radical patriotism grounded in a multiplicity of accounts of the national past from many social positions. Depicting the nation through a multiplicity of biographical narratives produces a ‘mosaic' mode of representation which can be seen in other documentary and public history projects and in the political context of British public multiculturalism in the 2000s. This responds to the need for any national narrative to be composed through compressing the lives of millions of people into one coherent story, but complicates attempts to read a text such as the opening ceremony for what they ‘really' mean. A model for understanding narratives of the past as being produced in interaction between their initial creator(s) and their reader(s) is necessary for understanding not only the London 2012 opening ceremony in particular but public history and narratives of the national past in general

Exploring the place of animation and the role of the classroom-based film-maker within a wider field of Scottish moving image education

Robert Munro - ORCID: 0000-0002-4755-9691 https://orcid.org/0000-0002-4755-9691This article explores animation as a popular mode of moving image education in the wider field of Scottish film education, through a discussion with film education practitioner Jonathan Charles. We reflect on Jonathan’s pedagogic approach to film education, the way in which it is shaped and aligned with changing institutional and funding imperatives, and the affordances of animation, through a detailed look at a film-making project with a primary school in West Lothian, Scotland. We reflect upon the challenge to maintain in-depth film experiences for young people, with training and working with teachers to allow film experiences to be scalable and multiply to reach a wider range of young people. We also discuss the drive to give young people agency throughout the film-making process, and how film education practitioners and teachers can best facilitate that.https://doi.org/10.14324/FEJ.04.1.064pubpub

Building smart cities, the just way. A critical review of “smart” and “just” initiatives in Bristol, UK

This article investigates the application of the “smart cities” and “urban climate justice” concepts to two urban initiatives based in Bristol, UK. Both ideas are increasingly popular in academic literature. Yet, little is known about their understanding by the practitioners such as policymakers, third sector organisations and citizens. Two case studies, a community-based energy efficiency initiative, and a local authority electric vehicle policy were critically reviewed using discourse analysis. The method helped to reveal the explicit, implied and obscured aims of the examined initiatives. Using discourse analysis, the researchers developed a heuristic which could improve traditional policy analysis approaches. The examination of case studies illustrates how practitioners understand the notions of “urban climate justice” and “smart cities” and whether their conceptualisations differ from those present in the academic literature. Finally, the paper offers methodological suggestions for embedding justice in “smart” initiatives at each stage of policy and project design

Politische Dimensionen von Militärübungen und Manövern – ein Projektbericht

Die virtuellen Kriege und Operationen, die in Militärübungen gespielt und geprobt werden, können entweder der Abschreckung dienen oder aber Angriffe vorbereiten bzw. zur Maskierung tatsächlicher Angriffe dienen. Für Beobachter ist es vielfach nicht offensichtlich, um welche Art von Militärübung es sich handelt. Die Ergebnisse eines vierjährigen internationalen Projektes zu politischen Dimensionen von Militärübungen richten das Schlaglicht insbesondere auf Missverständnisse und deren ungewollte politische Auswirkungen, die im Extremfall unbeabsichtigt zum Krieg führen können