The Iranian Nuclear Challenge

In December 2003 Iran signed an Additional Protocol to its Safeguards Agreement with the International Atomic Energy Authority. The signing followed 18 months of mounting international pressure on Iran to prove its benign motives following revelations about past failures to declare work on uranium enrichment and plutonium separation–the two routes to producing nuclear weapons-grade material. Although Iran has strenuously denied having a nuclear weapons programme, both the United States and the European Union have been highly suspicious. However, their responses to Iran have shown a divergence in how to counter the proliferation of weapons of mass destruction. The way forward on Iran will be influenced significantly by the extent to which the American and European approaches can be reconciled or otherwise.     

Performance measurement as policy rhetoric: the case of federal arts councils

Various reforms at the federal level have led bureaucracies, including arts councils, to design and implement performance measurement systems. We still know very little about whether performance measurement has any influence on the external conditions of arts councils, or whether it serves as policy rhetoric for arts advocacy. In this article, we seek to understand the answers to these questions by conducting a case study of performance measurement at the National Endowment for the Arts (NEA). We conclude that there is little evidence that performance measurement at the NEA has had any appreciable effects on agency appropriation levels. Therefore, as a policy response to federally mandated performance measurement systems, arts councils might do better in focusing exclusively on metrics that capture internal efficiency, as opposed to those that serve to demonstrate performance to external constituencies.     

Participating together: dialogic space for children and architects in the design process

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation.     

ANIMAL HISTORY

This review reflects on animal history as a subfield of the discipline of history and presents its main arguments and future tasks. Its main goal is to identify the new research prospects and potentials proposed by the book edited by Susan Nance, The Historical Animal. These include such topics as the problem of “the animal's point of view,” animal agency (animals understood as “historical” agents and actors), the problem of identifying traces of animal actions in “anthropocentric” archives and searching for new historical sources (including animals’ testimonies). It also explores methodological difficulties, especially with the idea of the historicization of animals and the possible merger of the humanities and social sciences with the natural and life sciences. The review considers how studying animals forces scholars to rethink to its foundations history as a discipline. It claims that the most progressive proposals are coming from scholars (many of whom are historians) who advocate radical interdisciplinarity. The authors are not only interested in merging history with specific sciences (such as animal psychology, ecology, ethology, evolutionary biology, and zoology), but also question basic assumptions of the discipline: the epistemic authority claimed by historians for building knowledge of the past as well as the human epistemic authority for creating such knowledge. In this context several questions emerge: can we achieve “interspecies competence” (Erica Fudge's term) for creating a multispecies knowledge of the past? Can research on animals’ perception of change help us to develop nonhistorical approaches to the past? Can we imagine accounts of the past based on multispecies co‐authorship?     

Fieldwork in geography education: defining or declining? The state of fieldwork in Canadian undergraduate geography programs

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to which fieldwork is a required component of an undergraduate degree and scrutinizes the integration of fieldwork within geography programs. The results indicate that few programs include fieldwork requirements and that overall there is limited integration of fieldwork in programs of study.