"A complex question about the remnants of empire": The Labour Party and the Falklands War

This chapter seeks to place the Labour Party’s responses to the Falklands War in the context of the party’s historic anti-imperialism and post-war foreign policy. The positions of the party leadership, backbench MPs, Constituency Labour Parties, and trade unions are considered, revealing the extent to which Labour’s handling of the Falklands issue was shaped by left/right divisions and factional alliances. The contrasting personalities of Foot and Benn underpin the chapter. Emphasizing the importance of media coverage in influencing popular attitudes towards the conflict, it also scrutinizes the Falklands campaign’s impact on Labour’s electoral fortunes. The chapter begins by outlining the nature of the British-Argentine dispute over the Falkland Islands

School development : a consultative approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University

This thesis uses a case study approach to show how a strategy of 'School Development' might be applied to New Zealand schools. It is argued that a policy of school based staff development and training will lead to greater school effectiveness. Such a policy uses a coordinated organizational approach rather than the more traditional reliance on withdrawing teachers from their classrooms for a time in order to concentrate on elements of the teaching-learning process. Support for this concept is derived from Organization Development theory and research. The term 'School Development' has been used to distinguish the particular New Zealand modifications which have been made to the more generic organization development theory. The notion of a consultant is central to the approach described and tasks and procedures which would be used by interventionists are discussed. School development assumes that schools have the capacity for self renewal. The consultant merely helps the school to realise this capacity. Components of teaching practice can be addressed within the framework of the school where they occur. Teachers can in this way increase their effectiveness with their present classes. The study concludes with a discussion of the implications of school development for teacher education generally

Unbounding Ext

We produce examples in the cohomology of algebraic groups which answer two questions of Parshall and Scott. Specifically, if $G=SL_2$, then we show: (a) \dim \Ext_G^2(L,L) can be arbitrarily large for a simple module $L$; and (b) the sequence $\max_{L-\text{irred}}\dim H^k(G,L)$ grows exponentially fast with $k$.Comment: 14 pages; version to appear in J. Al

On the minimal modules for exceptional Lie algebras: Jordan blocks and stabilisers

Let G be a simple simple-connected exceptional algebraic group of type G_2, F_4, E_6 or E_7 over an algebraically closed field k of characteristic p>0 with \g=Lie(G). For each nilpotent orbit G.e of \g, we list the Jordan blocks of the action of e on the minimal induced module V_min of \g. We also establish when the centralisers G_v of vectors v\in V_min and stabilisers \Stab_G of 1-spaces \subset V_min are smooth; that is, when \dim G_v=\dim\g_v or \dim \Stab_G=\dim\Stab_\g.Comment: This contains corrections and should be used instead of the published versio