Is Scotland a Westminster-style Majoritarian Democracy or a Scandinavian-style Consensus Democracy? A Comparison of Scotland, the UK and Sweden

Peer reviewedPostprin

Fracture toughness testing using photogrammetry and digital image correlation

Digital image correlation (DIC) is an optical technique commonly used for measuring displacement fields by tracking artificially applied random speckle patterns, which can sometimes be a problem for tracking small-scale displacements. DIC is particularly useful for tracking the crack mouth opening displacement (CMOD) of a notched metallic specimen subjected to three-point bending for fracture toughness determination because the edges of the notch provide the required textural features for DIC without the need for speckle patterns. This simplifies the set-up process as the specimen and stage geometries do not need to account for the placement of a strain gauge. To enhance the accuracy of DIC, this study then successfully downscaled a photogrammetry technique commonly used to track crack propagation in large scale concrete tests so that the pixel coordinates of the captured images can be automatically related to their real-world coordinates, allowing for small scale displacements to be accurately tracked.ARC Linkage Project LP130100111, ARC DECRA DE15010170

What is the 'dominant model' of British policymaking? Comparing majoritarian and policy community ideas

The aim of this article is to help identify the fundamental characteristics of the British policymaking system. It highlights an enduring conflict of interpretation within the literature. On the one hand, most contemporary analysts argue that the ‘Westminster model' is outmoded and that it has been replaced by modern understandings based on ‘governance'. On the other, key ideas associated with the Westminster model, regarding majoritarian government and policy imposition, are still in good currency in the academic literature, which holds firm to Lijphart's description of the United Kingdom as a majoritarian democracy. These very different understandings of British government are both commonly cited, but without much recognition that their conclusions may be mutually incompatible. To address this lack of comparison of competing narratives, the article outlines two main approaches to describe and explain the ‘characteristic and durable' ways of doing things in Britain: the ‘policy styles' literature initiated by Richardson in Policy Styles in Western Europe and the Lijphart account found in Democracies and revised in 1999 as Patterns of Democracy. The article encourages scholars to reject an appealing compromise between majoritarian and governance accounts

Developing reading-writing connections; the impact of explicit instruction of literary devices on the quality of children's narrative writing

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or “mentor authors”? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peer-peer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing

Has Devolution Changed the 'British Policy Style'?

The term ‘policy style' simply means the way that governments make and implement policy. Yet, the term ‘British policy style' may be confusing since it has the potential to relate to British exceptionalism or European convergence. Lijphart's important contribution identifies the former. It sets up a simple distinction between policy styles in majoritarian and consensual democracies and portrays British policy-making as top down and different from a consensual European approach. In contrast, Richardson identifies a common ‘European policy style'. This suggests that although the political structures of each country vary, they share a ‘standard operating procedure' based on two factors - an incremental approach to policy and an attempt to reach a consensus with interest groups rather than impose decisions. This article extends these arguments to British politics since devolution. It questions the assumption that policy styles are diverging within Britain. Although consultation in the devolved territories may appear to be more consensual, they are often contrasted with a caricature of the UK process based on atypical examples of top-down policy-making. While there may be a different ‘feel' to participation in Scotland and Wales, a similar logic of consultation and bureaucratic accommodation exists in the UK. This suggests that, although devolution has made a difference, a British (or European) policy style can still be identified

The New British Policy Style: From a British to a Scottish Political Tradition?

The new context of coalition government and the ‘Big Society' suggests that the UK government is moving towards a style of politics followed successfully in Scotland, extending a partnership approach from national to local forms of government. Yet the two arenas have never been as far apart as is commonly imagined. The majoritarian (UK) and consensus (Scottish) labels are misleading. British politics is not as exceptional as it is often made out to be, while Scottish politics retains many elements of its British counterpart. This article assesses the state of British politics in this light. It sets out a counter-exceptionalism thesis based on the theory and evidence from public policy. It then summarises the post-devolution evidence, producing insights on the British policy style when compared to the ‘new politics' in Scotland

Tutor and teacher timescapes : lessons from a home-school partnership

A partnership project was developed in which parents volunteered to support teachersin training years 1-3 children in computer skills at a primary school in a small, lowsocio-economic community. This article identifies the ways teachers and the &lsquo;tutors&rsquo;(as the volunteers were called) understood the value of the project. &lsquo;Being a teacher&rsquo;and &lsquo;being a volunteer&rsquo; were structured by different forms of social engagement,which in turn influenced the ways individuals were able to work with each other incollaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent ruling-class ways of organising andnetworking that may be incompatible with those of people from low socio-economicbackgrounds. When such volunteers work in schools their attendance may be sporadicand short-term whereas teachers would like &lsquo;reliable&rsquo; ongoing commitment. Thismismatch wrought of teachers&rsquo; and volunteers&rsquo; differing everyday realities needs to beunderstood before useful models for partnerships in disadvantaged communities maybe realised.<br /