Debating Societies, the Art of Rhetoric and the British House of Commons: Parliamentary Culture of Debate before and after the 1832 Reform Act

British debating societies are here looked at a parliamentary perspec-tive. The main emphasis is on the rhetorical practise of parliamentary debate, which, it is argued, constitutes the main framework of the British culture of debate. This will be approached from the perspective of how the parliamenta-ry practises were reflected in the activities of various debating societies before and after the 1832 Reform Act. I will highlight that the rhetorical traditions of the British House of Commons were not formed in a vacuum, but, rather, shaped and adapted to constitutional changes. After the 1832 reform the prac-tises in debating societies imitated the procedure and rules of the House of Commons more closely than before. The latter part of the essay concentrates on William Gladstone’s interpretation of parliamentary debate, himself hav-ing actively contributed to various student debating societies. Gladstone’s approach on debate in Parliament illustrates a more general shift in rhetorical practise away from the category of public speaking and towards a more pro-ceduralised way of understanding parliamentary eloquenc

Debating Societies, the Art of Rhetoric and the British House of Commons: Parliamentary Culture of Debate before and after the 1832 Reform Act

British debating societies are here looked at a parliamentary perspective. The main emphasis is on the rhetorical practise of parliamentary debate, which, it is argued, constitutes the main framework of the British culture of debate. This will be approached from the perspective of how the parliamentary practises were reflected in the activities of various debating societies before and after the 1832 Reform Act. I will highlight that the rhetorical traditions of the British House of Commons were not formed in a vacuum, but, rather, shaped and adapted to constitutional changes. After the 1832 reform the practises in debating societies imitated the procedure and rules of the House of Commons more closely than before. The latter part of the essay concentrates on William Gladstone’s interpretation of parliamentary debate, himself having actively contributed to various student debating societies. Gladstone’s approach on debate in Parliament illustrates a more general shift in rhetorical practise away from the category of public speaking and towards a more proceduralised way of understanding parliamentary eloquence

Parliamentary Rhetoric Meets the Twittersphere: Rethinking the Politicisation of European Public Debates with the Rise of SocialMedia

This chapter addresses the question of how the forms and rules of debating are transforming in the context of the politicisation of European public debates with the emergence of social media. Drawing from a political activity approach to politics that considers parliamentary debates as the paradigm for other forms of debate, it discusses challenges posed by the dynamics between the overlapping of traditional and emerging forms of debate. As social media is shaping political discourse, the ideas of democracy and plurality of opinion have been globally challenged by anti-democratic movements. However, the “Twittersphere” also offers ways to diversify issues on the European agenda, as was shown in the case of 2019 European elections, and can thus contribute to the strengthening of European democracy. The chapter argues that, while the social media complements national parliamentary debates and can Europeanise public debates overall, the challenges to democracy remain, and they must be addressed through the consideration of procedures and rules of debate. The chapter also reflects on the legislative proposal of the European Commission regarding moderation of online platforms published in December 202

Saving European Democracy: British Debates on European Unification in 1948–49

This chapter examines the British debates on European unification that took place prior to the Hague Congress in May 1948, leading up to the founding of the Council of Europe in London a year later. Political bricolage is used here as an analytical approach to understand the rhetorical strategies of British MPs in the political context with uncertainties and calls for expediency. It argues that the rhetorical tools available were more conducive to parliamentary than plebiscitary democracy. Even though Britain was considered as the model for re-building parliamentary democracies in Europe, both government and opposition party leaders were uninterested in joining a European organisation that could undermine the Commonwealth. Despite their reluctance, British parliamentarians were instrumental in saving European democracy after the war. The chapter shows how the political bricolage of British debates on European unification can be mainly located in arguments against Labour government’s foreign policy. Provoked by the party leaders’ intergovernmentalism, Labour backbenchers used the ideas of internationalism and federalism, which were also utilised by Winston Churchill’s United Europe MovementThis chapter has been written in collaboration with Dr Haapala’s project EurPluraWorld within the InterTalentum-Marie Curie MSCA-COFUND programme hosted by the Department of Political Science and International Relations at the Autonomous University of Madrid. The project received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 713366

What the politicisation of the EU means for the future of Europe

European integration has become increasingly politicised over recent decades. Taru Haapala and Alvaro Oleart argue that while this process is often regarded as a negative development for the integration project, there are also potential benefits. Drawing on a new book, they outline a framework for understanding how politicisation might shape the EU’s future

Politics of expertise in the European Parliament: discursive constructions and contestations of expertise by party-political actors

This article analyses the politics of expertise in the European Parliament (EP). We aim to understand how MEPs and political group staff discursively construct expertise, its role in parliamentary work, and how expertise is politicized in the EP. The qualitative analysis is based on an extensive interview dataset (n=133) from the 8th and 9th legislative terms. It builds on a constructivist approach that sees expertise as constructed, legitimized, and institutionalized in discourses and practices and shaped by struggles and power relations. The article shows that expertise in the EP is a political rather than a technical question. Understandings of expertise and its role are constituted and contested, and political ideologies shape understandings of expertise. Although the role of technical policy expertise in the EP is broadly accepted, it is approached through a political lens, and political groups value and use expertise in different ways in internal policymakingThis work was supported by the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation program grant number 771676, the Academy of Finland grant number 347916, the Tomás y Valiente fellowship programme at the Madrid Institute for Advanced Study (MIAS) and Universidad Autónoma de Madrid (UAM)

Politics of expertise in the European Parliament : Discursive constructions and contestations of expertise by party-political actors

This article analyses the politics of expertise in the European Parliament (EP). We aim to understand how MEPs and political group staff discursively construct expertise, its role in parliamentary work, and how expertise is politicized in the EP. The qualitative analysis is based on an extensive interview dataset (n = 133) from the 8th and 9th legislative terms. It builds on a constructivist approach that sees expertise as constructed, legitimized, and institutionalized in discourses and practices and shaped by struggles and power relations. The article shows that expertise in the EP is a political rather than a technical question. Understandings of expertise and its role are constituted and contested, and political ideologies shape understandings of expertise. Although the role of technical policy expertise in the EP is broadly accepted, it is approached through a political lens, and political groups value and use expertise in different ways in internal policymaking.Peer reviewe

Recess physical activity and school-related social factors in Finnish primary and lower secondary schools : cross-sectional associations

Abstract Background Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students&#8217; recess physical activity with school-related social factors. Methods Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. Results In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p &lt;0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p &lt;0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Conclusions Our results suggest that students&#8217; participation in physical activities during school recess is positively associated with students&#8217; school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.Background: Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students’ recess physical activity with school-related social factors. Methods: Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. Results: In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Conclusions: Our results suggest that students’ participation in physical activities during school recess is positively associated with students’ school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors.peerReviewe

Lohjan sairaanhoitoalueen aikuispsykiatrian organisaatiomuutos hoitotyöntekijöiden kokemana

Laurea-ammattikorkeakoulu Tiivistelmä Laurea Lohja Hoitotyön koulutusohjelma Karlsson-Haapala Heidi, Rattola Taru Lohjan sairaanhoitoalueen aikuispsykiatrian organisaatiomuutos hoitotyöntekijöiden kokemana Vuosi 2011 Sivumäärä 57 Tämän opinnäytetyön tarkoitus oli selvittää, kuinka hoitotyöntekijät kokevat tulevan organisaatiomuutoksen ja mitä ajatuksia muutos heissä herättää. Opinnäytetyön tavoitteena oli tuoda tietoon toimivia työkaluja muutosprosessiin sekä tuoda ilmi henkilökunnan näkemyksiä tulevasta Lohjan sairaanhoitoalueen aikuispsykiatrian muutoksesta. Tietoperustana opinnäytetyössä käytettiin Mattilan, Honkasen, Lanningin sekä Heiskasen ja Lehikoisen käsityksiä muutosjohtamisesta, muutosstrategiasta, muutosprosessista ja sen vaiheista sekä muutosvastarinnasta. Onnistunut muutos käsiteltiin Mattilan neljän avaintehtävän kautta. Tietoperustana käytettiin myös kahdeksaa tutkimusta hoitotyöntekijöiden kokemuksista muutostilanteissa. Opinnäytetyö toteutettiin hoitotyöntekijöiden teemahaastatteluin. Tulokset käsiteltiin litteroimalla ja sisällönanalyysin avulla induktiivisesti. Tulosten mukaan hoitotyöntekijät kokivat saadun informaation epämääräiseksi ja toiveet informaation saantitavoista olivat ristiriitaisia keskenään, mutta kaikki kokivat informaation saannin tärkeäksi. Hoitotyöntekijät kokivat voivansa vaikuttaa tulevaan Lohjan sairaanhoitoalueen aikuispsykiatrian muutokseen. Tuleva muutos herätti hoitotyöntekijöissä positiivisia odotuksia ja pelkoja, mutta tulevaa muutokseen suhtauduttiin positiivisesti. Saatuja tuloksia verrattiin koottuun tietoperustaan. Tuloksia arvioitiin vertaamalla saatuja tuloksia aikaisempiin tutkimuksiin aiheesta sekä miettimällä tulosten luotettavuutta. Tutkielman tulokset kertovat luotettavasti hoitotyöntekijöiden kokemuksista tulevasta muutoksesta, mutta ne eivät ole suoraan siirrettävissä koskemaan henkilöstön ajatuksia muista muutoksista. Opinnäytetyöprosessia arvioitiin opinnäytetyöohjeiden ja henkilökohtaisten oppimistavoitteiden pohjalta. Lisäksi pyydettiin työn tilaajalta palautetta työn hyödyistä organisaatiolle. Opinnäytetyön pohjalta esitetään jatkotutkielmaa potilaiden odotuksista tulevasta muutoksesta sekä muutoksen toteuduttua tutkielmaa muutosjohtamisen onnistumisesta. Asiasanat: muutosjohtaminen, organisaatio, muutosprosessi, muutosvastarinta.Laurea University of Applied Sciences Abstract Laurea Lohja Degree Programme in Nursing Karlsson-Haapala Heidi, Rattola Taru The change in organization of adult psychiatry in Lohja hospital area as experienced by nursing staff Year 2011 Pages 57 The purpose for this thesis was to clarify how nursing staff experience the coming organizational change, and how they feel about the change. The aim of the thesis was to acknowledge functional tools regarding the process of change, and reveal the views of the staff about the Lohja adult psychiatry change. The basis of information on the thesis utilised Mattila`s, Honkanen`s, Lanning`s, Heiskanen`s and Lehikoinen`s understanding of change in management, strategy, process of change and its stages, as well as resistance to change. The successful change was dealt with through Mattila`s 4 key functions. In addition, eight studies on the experiences of nursing staff towards change were used as the informational basis. The thesis work was implemented by the thematic interviews of the nursing staff. The results were handled by transcribing and analyzing the content inductively. According to the results, the nursing staff felt the given information was vague, and their wishes regarding receiving of information were conflicting, but all felt that receiving the information was important. The nursing staff felt they could have an influence over the coming change of Lohja hospital area modification. The impending change stirred positive expectations and fears among the nursing staff, but the attitude towards the change was positive. The results obtained were compared with the knowledge basis gathered. The results were evaluated by comparing the results with earlier studies, as well as assessing the reliability of the findings. The results of the study reliably reflect the experiences of nursing staff regarding the impending change, but are not in direct correlation with the thoughts of the nursing staff concerning other modifications. The process of the thesis was evaluated according to the thesis directives and individual learning goals. Furthermore, the subscriber of the work was asked to give feedback to the organization regarding the benefits of the work. A follow-up study based on the findings of the thesis is proposed concerning patient expectations towards the upcoming change, as well as on the success of leadership during the period of transformation after changes have been implemented. Keywords: management of change, organization, change process, change resistanc