The Sherwood Foresters of 1916: memories and memorials

ABSTRACT

This paper examines the memorialisation of the Sherwood Foresters who fought during the Easter Rising of 1916 in Dublin. These men, from Nottinghamshire and Derbyshire in the English midlands, suffered the greatest casualties of the British regiments involved in the insurrection, and participated in the firing squads that executed the rebel leaders. Yet the public and artistic memorialising of these English soldiers is not widely known, and this interdisciplinary paper seeks to tell the unfamiliar story of what happened to the Sherwood Foresters after the fighting of Easter Week ceased. We use archival material in order to explore how, at the time of the Rising, these men believed that they would be remembered. We examine the way that the Sherwood Foresters of Easter Week subsequently appeared in literature and drama. And we analyse the way that those soldiers have been commemorated in funerary memorials.     

Planning Cultures and Histories: Influences on the Evolution of Planning Systems and Spatial Development Patterns

Abstract

This special issue addresses the influences of planning cultures and histories on the evolution of planning systems and spatial development. As well as providing an international comparative perspective on these issues, the collection of articles also engages in a search for new conceptual frameworks and alternative points of view to better understand and explain these differences. The articles focus on three main aspects: the change in planning systems and its impact on spatial development patterns; the interrelationship between planning cultures and histories from a path-dependency perspective; and the variations in physical development patterns resulting from different planning cultures and histories. Papers from different parts of the European continent present evidence at different scales to illustrate these aspects. In all cases, the specific combinations of political, ideological, social, economic and technological factors are important in determining urban and regional planning trajectories as well as spatial development patterns.     

The secret life of Ian Fleming: spies,lies and social ties

This article explores the fascinating interactions and experiences of James Bond creator, Ian Fleming, with the real world of intelligence. It has long been known that Fleming worked in Naval Intelligence during the Second World War. However, accounts of his time there tend to portray him as a lowly and slightly eccentric administrator. Drawing on newly discovered archival materials, plus memoirs and histories, it is argued here that Fleming was a respected and influential figure in the great game of espionage for some three decades. During the war, he was a central cog in the machinery of naval intelligence, planning operations, working with partners in American intelligence and liaising with secret Whitehall departments, including the Government Code and Cypher School at Bletchley Park. Before and after the war, he was involved in a range of intelligence networks, often using journalistic cover to hide his clandestine connections. Throughout his life, his social circle was a ‘who’s who’ of spies and saboteurs, including CIA Director Allen Dulles. In short, he straddled the state-private divide. Taken together, these dealings with real intelligence paved the way for and gave veracity to his fiction, which continues to shape public perceptions of intelligence to this day.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.