What is Geography? Perceptions of first year undergraduates in South Africa

Disciplines such as Geography are well placed to respond to the changing needs of society and the effective application of geographical knowledge to real-world problems. This project surveyed first year Geography undergraduates’ understanding of “What is Geography?”, both before and after an exercise in which geographic topics were identified within recent newspapers. The survey instrument employed was an anonymous, self-administered questionnaire, and was undertaken with first-year undergraduate Geography students at a university in South Africa. Results show that the exercise enabled students (n = 158) to more readily see the application of geographical knowledge to both environmental and social problems that they identified in the newspaper stories. Students also identified that studying Geography may be able to help them increase their skills, employment prospects and earning potential. These findings can help locate the disciplinary concerns and applicability of Geography in post-apartheid South Africa within the wider context of the twenty-first Century world.     

“Nobody’s children?”: the Ministry of Pensions and the treatment of disabled Great War veterans in the Irish Free State, 1921–1939

This article analyses the treatment and rehabilitation of disabled Irish Great War veterans who lived in the Irish Free State. To do so, it utilises the records of the Ministry of Pensions, the British governmental department, that was charged with assisting these men. This research argues that the Irish Free State was a particularly challenging society for disabled ex-servicemen to reside. Yet, whilst the social and governmental reception on offer to disabled Great War veterans was less favourable in the Free State than their similarly afflicted former comrades in Britain, they were better able to benefit from substantial assistance from the Ministry of Pensions. The department lived up to its billing as an “imperial obligation” in the newly formed state.     

Constantine,Helena, Maximus: on the appropriation of Roman history in medieval Wales,c.800–1250

This article explores the ways in which the three fourth-century figures, Constantine the Great (d. 337), St Helena (d. c.330) and Magnus Maximus (d. 388), were represented in texts produced in, or connected with, medieval Wales. The texts concerned may be described as genealogical, hagiographical or literary, and were written in either Latin or Welsh between about 800 and 1250. They include, amongst others, the ninth-century Historia Brittonum, Geoffrey of Monmouth's De gestis Britonum, and the vernacular prose tale Breudwyt Maxen Wledic. It is argued that the appropriation of the fourth-century figures occurred in a more limited number of contexts than has previously been supposed. Moreover, the evidence indicates that writers responsible for composing or redacting texts about these figures were far more likely to turn to earlier written texts for information on their subjects than to any contemporary oral traditions.     

Funding the ‘nation’ in the national theatre of Scotland

The National Theatre of Scotland (NTS) is a an innovative and ground‐breaking, non‐building‐based, commissioning and producing cultural institution, established in the wake of the devolution of the Scottish Parliament. This article sketches the contours of this new model of a national theatre, exploring the complex dialectic between various economic, political, social and artistic choices, forces and factors that have influenced, and continue to influence, the formative years of the NTS. The article charts changes to the company during these early years and, most significantly, notes the potential effect that the change from arm’s length to direct government funding might have on the company’s long‐term development. It is argued that direct funding aligns the arts too closely to political agendas rather than supporting artistic freedom and expression.