Comintern Army: The International Brigades and the Spanish Civil War

When Spain exploded into civil war in July 1936, a conflict whose roots were deep in the Spanish past became the arena for the violent political passions that divided Europe north of the Pyrenees. Germany, Italy, and the Soviet Union intervened actively in the war, using Spain as a testing ground for their military equipment and techniques and their political ideologies. In this first in-depth study of the politics of the International Brigades in the Spanish Civil War, R. Dan Richardson views the Brigades in the wider context of both the complex political-military alignments of Loyalist Spain and the broader Soviet-Comintern strategy during the Popular Front era. While not denying the generous impulse that led many young men the world over to enlist in the cause of the Spanish Republic, he sees the Brigades primarily as instruments of communist policy. He argues that the directing force behind the enlistment, training, and deployment of the Brigades was the international communist organization—a compelling example of how the ends of propaganda and politics took precedence over military objectives. Using a wide array of sources in English, Spanish, French, Italian, and German, and a thorough analysis of the Brigades’ own voluminous literary output, Richardson clearly shows that the Brigades were a significant political, ideological, and propaganda instrument, which was used effectively by the Comintern for its own purposes, not only in Spain but on the larger world stage. R. Dan Richardson is associate professor of history at Roanoke College.https://uknowledge.uky.edu/upk_european_history/1021/thumbnail.jp

Making Property Productive: Reorganizing Rights to Real and Equitable Estates in Britain, 1660 to 1830

Between 1660 and 1830, Parliament passed thousands of acts restructuring rights to real and equitable estates. These estate acts enabled individuals and families to sell, mortgage, lease, exchange, and improve land previously bound by inheritance rules and other legal legacies. The loosening of these legal constraints facilitated the reallocation of land and resources towards higher-value uses. Data reveals correlations between estate acts, urbanization, and economic development during the decades surrounding the Industrial Revolution.

Institutional Adaptability and Economic Development: The Property Rights Revolution in Britain, 1700 to 1830

Adaptable property-rights institutions, we argue, foster economic development. The British example illustrates this point. Around 1700, Parliament established a forum where rights to land and resources could be reorganized. This venue enabled landholders and communities to take advantage of economic opportunities that could not be accommodated by the inflexible rights regime inherited from the past. In this essay, historical evidence, archival data, and statistical analysis demonstrate that Parliament increased the number of acts reorganizing property rights in response to increases in the public's demand for such acts. This evidence corroborates a cornerstone of our hypothesis.

Estate Acts, 1600 to 1830: A New Source for British History

A new database demonstrates that between 1600 and 1830, Parliament passed thousands of acts restructuring rights to real and equitable estates. These estate acts enabled individuals and families to sell, mortgage, lease, exchange, and improve land previously bound by landholding and inheritance laws. This essay provides a factual foundation for research on this important topic: the law and economics of property rights during the period preceding the Industrial Revolution. Tables present time-series, cross-sectional, and panel data that should serve as a foundation for empirical analysis. Preliminary analysis indicates ways in which this new evidence may shape our understanding of British economic and social history.

The ‘Full Monty’: a collaborative institutional approach to student engagement

Student engagement has become a prominent focus within the higher education sector, the recent emphasis for promoting student engagement has clear links to a personalisation agenda and a culture where benchmarking across a number of measures in higher education has seen a strive to achieve an exceptional student learning experience (Little and Williams, 2010). Coates describes student engagement as “a broad construct intended to encompass salient academic as well as certain non-academic aspects of the student experience” (Coates 2007: 122). Therefore it is becoming increasingly clear that student engagement is the responsibility of all institutional staff and not just those who are ‘student facing’. Sabri (2011), identifies that academic and administrative staff are instrumental in ensuring students are engaged and motivated in order to achieve good practice within institutional practices. The University of Lincoln has taken a comprehensive approach to developing a partnership ethos between students and staff by concurrently delivering our Student as Producer initiative which embeds research-engaged-teaching and our Student Engagement Strategy which drives student engagement in quality assurance & enhancement and governance. Both strands promote a mixture of institutional change and bottom-up departmental activity to develop engagement. In essence this means that staff and students are working together in new and interesting ways right across the institution. First, we will present reflections on the development of the University’s approach to student engagement and experiences from academic and professional service departments. These experiences will be illuminated by the institutional lead for student engagement, an academic member of staff from the School of Sport & Exercise Science and a professional services colleague from the Library. Specifically, we will offer an insight into the Universities collaborative approach to student engagement, illustrated with examples of good practice and reflections on the challenges, barriers, tensions and cultural change required. Second, we will present our student-led study into the experiences of their peers who engage explores the reasons for first engaging, the highs and lows of engaging, the impact on learning, the impact on their approach to wider student life and the impact on their career ambitions. Two current undergraduate students who have worked on this study will present the findings together with their personal reflections on engaging in a variety of opportunities. They will help delegates see the experience of engaging through students’ eyes and identify the kinds of opportunities that have the greatest impact on students’ learning experience and wider outlook

Block 2 SRM conceptual design studies. Volume 1, Book 1: Conceptual design package

The conceptual design studies of a Block 2 Solid Rocket Motor (SRM) require the elimination of asbestos-filled insulation and was open to alternate designs, such as case changes, different propellants, modified burn rate - to improve reliability and performance. Limitations were placed on SRM changes such that the outside geometry should not impact the physical interfaces with other Space Shuttle elements and should have minimum changes to the aerodynamic and dynamic characteristics of the Space Shuttle vehicle. Previous Space Shuttle SRM experience was assessed and new design concepts combined to define a valid approach to assured flight success and economic operation of the STS. Trade studies, preliminary designs, analyses, plans, and cost estimates are documented

Understanding the structure and processes of primary health care for young indigenous children

INTRODUCTION: Primary health care organisations need to continuously reform to more effectively address current health challenges, particularly for vulnerable populations. There is growing evidence that optimal health service structures are essential for producing positive outcomes. AIM: To determine if there is an association between process of care indicators (PoCIs) for important young indigenous child health and social issues and: (i) primary health-care service and child characteristics; and (ii) organisational health service structures. METHODS: This was a cross-sectional study of 1554 clinical child health audits and associated system assessments from 74 primary care services from 2012 to 2014. Composite PoCIs were developed for social and emotional wellbeing, child neurodevelopment and anaemia. Crude and adjusted logistic regression models were fitted, clustering for health services. Odds ratios and 95% confidence intervals were derived. RESULTS: Overall, 32.0% (449) of records had a social and emotional wellbeing PoCI, 56.6% (791) had an anaemia PoCI and 49.3% (430) had a child neurodevelopment PoCI. Children aged 12–23 months were significantly more likely to receive all PoCIs compared to children aged 24–59 months. For every one point increase in assessment scores for team structure and function (aOR 1.14, 95% CI 1.01–1.27) and care planning (aOR 1.14, 95% CI 1.01–1.29) items, there was a 14% greater odds of a child having an anaemia PoCI. Social and emotional wellbeing and child neurodevelopment PoCIs were not associated with system assessment scores. DISCUSSION: Ensuring young indigenous children aged 24–59 months are receiving quality care for important social and health indicators is a priority. Processes of care and organisational systems in primary care services are important for the optimal management of anaemia in indigenous children

The SN 393 -- SNR RX J1713.7-3946 (G347.3-0.5) Connection

Although the connection of the Chinese "guest" star of 393 AD with the Galactic supernova remnant RX J1713.7-3946 (G347.3-0.5) made by Wang et al. in 1997 is consistent with the remnant's relatively young properties and the guest star's projected position within the `tail' of the constellation Scorpius, there are difficulties with such an association. The brief Chinese texts concerning the 393 AD guest star make no comment about its apparent brightness stating only that it disappeared after 8 months. However, at the remnant's current estimated 1 - 1.3 kpc distance and A_v ~ 3 mag, its supernova should have been a visually bright object at maximum light (-3.5 to -5.0 mag) and would have remained visible for over a year. The peak brightness ~ 0 magnitude adopted by Wang et al. and others would require the RX J1713.7-3946 supernova to have been a very subluminous supernova event similar to or fainter than CCSNe like SN 2005cs. We also note problems connecting SN 393 with a European record in which the Roman poet Claudian describes a visually brilliant star in the heavens around 393 AD that could be readily seen even in midday. Although several authors have suggested this account may be a reference to the Chinese supernova of 393, Scorpius would not be visible near midday in March when the Chinese first reported the 393 guest star. We review both the Chinese and Roman accounts and calculate probable visual brightnesses for a range of supernova subtypes and conclude that neither the Chinese nor the Roman descriptions are easily reconciled with an expected RX J1713.7-3946 supernova brightness and duration.Comment: 7 pages includes 2 tables. Accepted for publication in AJ. Revised text regarding subluminous SN

The Question-driven Dashboard: How Can We Design Analytics Interfaces Aligned to Teachers’ Inquiry?

One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students’ and teachers’ reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as key stakeholders not being involved in their design, little or no account for sense-making needs, and unclear effects on teaching and learning. There has been a recent call for human-centred design practices to create LA interfaces in close collaboration with educational stakeholders to consider the learning design, and their authentic needs and pedagogical intentions. This paper addresses the call by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers’ questions. We illustrate the approach in the context of synchronous online activities, orchestrated by pairs of teachers using audio-visual and text-based tools (namely Zoom and Google Docs). This study led to the design and deployment of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces