Resolved Photon Processes

We review the present level of knowledge of the hadronic structure of the photon, as revealed in interactions involving quarks and gluons ``in" the photon. The concept of photon structure functions is introduced in the description of deep--inelastic $e \gamma$ scattering, and existing parametrizations of the parton densities in the photon are reviewed. We then turn to hard \gamp\ and \gaga\ collisions, where we treat the production of jets, heavy quarks, hard (direct) photons, \jpsi\ mesons, and lepton pairs. We also comment on issues that go beyond perturbation theory, including recent attempts at a comprehensive description of both hard and soft \gamp\ and \gaga\ interactions. We conclude with a list of open problems.Comment: LaTeX with equation.sty, 85 pages, 29 figures (not included). A complete PS file of the paper, including figures, can be obtained via anonymous ftp from ftp://phenom.physics.wisc.edu/pub/preprints/1995/madph-95-898.ps.

Reading from nowhere: assessed literary response, Practical Criticism and situated cultural literacy

School examinations of student responses to literature often present poetry blind or “unseen”, inviting decontextualised close reading consistent with the orientation-to-text associated with Practical Criticism (originating in the UK) and New Criticism (originating in the USA). The approach survives in the UK after curricular reforms and government have promulgated cultural literacy as foundational for learning. How is cultural literacy manifest in student responses to literature? To what extent can it be reconciled with Practical Criticism where the place of background knowledge in literary reading is negligible? This article explores their uneasy relationship in pedagogy, curricula and assessment for literary study, discussing classroom interactions in England and Northern Ireland where senior students (aged 16–17) of English Literature consider Yeats’ “culture-making” poem “Easter, 1916”. Using methods where teachers withhold contextual information as they elicit students’ responses, the divergent responses of each class appear to arise from differing access to background knowledge according to local though superficially congruent British cultures. The author proposes “situated cultural literacy” to advance the limited application of Practical Criticism in unseen tasks, acknowledge Richards’ original intent, and support the coherence of assessment with curricular arrangements invoking cultural literacy as a unifying principle

Financial Globalization and Economic Policies

We review the large literature on various economic policies that could help developing economies effectively manage the process of financial globalization. Our central findings indicate that policies promoting financial sector development, institutional quality and trade openness appear to help developing countries derive the benefits of globalization. Similarly, sound macroeconomic policies are an important prerequisite for ensuring that financial integration is beneficial. However, our analysis also suggests that the relationship between financial integration and economic policies is a complex one and that there are unavoidable tensions inherent in evaluating the risks and benefits associated with financial globalization. In light of these tensions, structural and macroeconomic policies often need to be tailored to take into account country specific circumstances to improve the risk-benefit tradeoffs of financial integration. Ultimately, it is essential to see financial integration not just as an isolated policy goal but as part of a broader package of reforms and supportive macroeconomic policies