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Oscar Wilde's disastrous libel suit against the Marquess of Queensberry dominated British newspapers during the spring of 1895. This book shows that the Wilde scandal was just one of many events to capture the public's imagination that year. Had Jack the Ripper returned? Did the Prime Minister have a dreadful secret? Were Aubrey Beardsley's drawings corrupting the nation? Were overpaid foreign players ruining English football? Could cricket save a nation from moral ruin? Freak weather, flu, a General Election, industrial unrest, New Women, fraud, accidents, anarchists, balloons and bicycles all stirred up interest and alarm. The book shows how this turbulent year is at the same time far removed from our own day and strangely familiar. It interweaves literature, politics and historical biography with topics such as crime, the weather, sport, visual art and journalism to give an overarching view of everyday life in 1895. The book draws on diverse primary sources, from the Aberdeen Weekly Journal to the Women's Signal Budget, and from the Illustrated Police News to The Yellow Book; and is illustrated with stills from plays and reproductions of newspaper front pages, to bring Victorian culture to life.

This book brings together ideas about time from narrative theory and philosophy. It argues that literary criticism and narratology have approached narrative primarily as a form of retrospect, and demonstrates through a series of arguments and readings that anticipation and other forms of projection into the future offer new analytical perspectives to narrative criticism and theory. The book offers an account of ‘prolepsis’ or ‘flashforward’ in the contemporary novel that retrieves it from the realm of experimentation and places it at the heart of a contemporary mode of being, both personal and collective, which experiences the present as the object of a future memory. With reference to some of the most important recent developments in the philosophy of time, it aims to define a set of questions about tense and temporal reference in narrative that make it possible to reconsider the function of stories in contemporary culture. The text also reopens traditional questions about the difference between literature and philosophy in relation to knowledge of time. In the context of these questions, it offers analyses of a range of contemporary fiction by writers such as Ali Smith, Ian McEwan, Martin Amis and Graham Swift.

Although General Practice is the commonest career choice for medical graduates, and the majority of encounters between doctors and patients take place in general practice, there was no formal teaching in or about the subject before the start of the NHS in 1948. Nor were there any staff trained in the discipline in a paid university position. This Book traces the revolution in medical education that took place between 1948 and 2000 resulting in every one of the then 31 established medical schools having a professorial appointment in the discipline, and some 15% of the medical curriculum nationally being taught in the general practice setting by general practitioners. Each of the 21 chapters describes how this change came about (the London chapter describes the process across 11 different schools), and captures the struggles of visionary doctors (most but not all of whom were general practitioners) to establish a new discipline against a mix of protectionism, apathy and sometimes hostility from the existing medical establishment. The Book includes a more general analysis of the recurrent themes which were common across the university system, and of the long process of trying to establish the financial parity with existing clinical disciplines which was critical to allowing the new discipline first to survive and more recently to thrive.

This book considers the politics of patronage appointments at the universities in Glasgow, Edinburgh, and St Andrews. The book explores the ways in which 388 men secured posts in three Scottish universities between 1690 and 1806; from the purge following the Revolution of 1688 to the end of Henry Dundas's political career. Most professors were political appointees vetted and supported by political factions and their leaders. This study explores the improving agenda of political patrons and of those they served and relates this to the Scottish Enlightenment. The book argues that what was happening in Scotland was also occurring in other parts of Europe where, in relatively autonomous localities, elite patrons also shaped things as they wished them to be. The role of patronage in the Enlightenment is essential to any understanding of its origins and course. This book is based on much archival study and adds substantially to what is known about the Scottish professorial during the period.

This book gathers a group of political actors and academics who believe that a radically more active citizenship is a worthy aim. They spell out how it can be achieved in their particular area of concern, looking at the obstacles and how they might be overcome. Together, they show us how we can realise the dream of a citizen culture and the benefits that it would bring for democracy in the United Kingdom. The first and final chapters set the tone, respectively, on civic republicanism today and political identity. Other chapters consider active citizenship in relation to: Labour government policy; Scottish devolution; public services; gender equality; schools; multiculturalism; integrating immigrants; lifelong learning; Europe and international understanding; young people and Scottish independence.

Jean-Jacques Rousseau and Adam Smith are two of the foremost thinkers of the European Enlightenment, thinkers who made seminal contributions to moral and political philosophy and who shaped some of the key concepts of modern political economy. Among Smith’s first published works was a letter to the Edinburgh Review where he discusses Rousseau’s Discourse on the Origin of Inequality. Smith continued to engage with Rousseau’s work and to explore many shared themes such as sympathy, political economy, sentiment, and inequality. This collection brings together an international and interdisciplinary group of Adam Smith and Rousseau scholars to provide an exploration of the key shared concerns of these two great thinkers in politics, philosophy, economics, history, and literature.

This book aims to show that Adam Smith (1723–90), the author of Inquiry into…the Wealth of Nations, was not the promoter of ruthless laissez-faire capitalism that is still frequently depicted. His ‘right-wing’ reputation was sealed after his death, when it was not safe to claim that an author may have influenced the French revolutionaries. But as the author also of The Theory of Moral Sentiments, which he probably regarded as his more important book, Smith sought a non-religious grounding for morals, and found it in the principle of sympathy, which should lead an impartial spectator to understand others' problems. The book locates Smith in the Scottish Enlightenment; shows how the two books are perfectly consistent with one another; traces Smith's influence in France and the United States; and draws out the lessons that Smith can teach policy makers in the twenty-first century. Although Smith was not a religious man, he was a very acute sociologist of religion. The book accordingly explains the Scottish religious context of Smith's time, which was, as it remains, very different to the English religious context. The whole book is shot through with an affection for Edinburgh, and for the Scottish Enlightenment. It begins and ends with poems by Smith's great admirer, Robert Burns.

Notwithstanding widely-held claims that assessment practices in higher education are relatively static, our understanding of the purposes of assessment and the nature of assessment practices has changed markedly over the past forty years. These changes are a response not only to recent developments in our conceptualisations of student learning but also to the demands a rapidly changing and increasingly complex world places on students. This book contains new perspectives on assessment and feedback provided by world renowned researchers on issues that are currently of great interest to both academic managers and teaching staff, as they try to make courses more effective and more appealing at a time when universities compete for incoming students. Rather than simply sharing recent inventions in assessment and feedback, the contributors to this book highlight the linkages between these innovations and new theorising and/or empirical research on assessment and student learning, thereby offering practices that are not only pioneering but evidence-based.

Nowadays there is a great enthusiasm for the Spinozan conception of the union of mind and body among modern researchers, such as Damasio. The fact that the Spinozan model has become very relevant is an opportunity to reflect on the impact and value of these references to Spinoza, which historians of philosophy eye with caution because they are all too often based on second-hand knowledge, and frequently distort the philosopher's thought. That is why it is crucial to reexamine the question of the mind-body relationship and its affective modalities in Spinoza from a philosophical angle and identify a model for interpreting it that is capable of informing contemporary debates.

This book is a study linking filmmaking in the Maghreb (Algeria, Morocco, and Tunisia) with that in francophone West Africa and examining the factors (including Islam and the involvement of African and French governments) which have shaped post-independence production. The main focus is the development over forty years of two main traditions of African filmmaking: a social realist strand examining the nature of postcolonial society; and a more experimental approach where emphasis is placed on new stylistic patterns able to embrace history, myth, and magic. The work of younger filmmakers born since independence is examined in the light of these two traditions.