VictorJuiz/thesis huggingface dataset:
Choosing from the ‘menu of manipulation’: evidence from Ghana

This thesis explores the patterns of electoral manipulation in Ghana. Inspired by Andreas Schedler's essay, The Menu of Manipulation, in which he provides a "list of electoral sins" (Schedler 2002, 45), the thesis asks the following research question: how do African politicians choose from the menu of manipulation?
To answer this question, the thesis develops a theory about the costs and benefits of electoral manipulation. The theory is based on three arguments: first, that in addition to the direct benefits of electoral manipulation, meaning the increased chance of winning, there are important indirect benefits that drive some politicians to rig, even when victory is guaranteed or entirely beyond reach; second, that electoral manipulation is expensive and that the direct costs, meaning what politicians spend, discourage them as much as the indirect costs, i.e. the risk of getting caught; and, third, that different types of electoral manipulation have different cost-benefit profiles, allowing politicians to tailor their rigging strategies.
The thesis tests this theory against original data from Ghana. First, drawing on a dataset, containing information about every, regular, constituency-level parliamentary election over the 2008 and 2012 electoral cycles, it shows that different types of electoral manipulation have different patterns, caused by their different cost-benefit profiles; that not all types are driven by electoral uncertainty; and that there are trade-offs between the direct and indirect costs of rigging. Second, drawing on participant observations from two parliamentary constituencies in eastern Ghana, the thesis shows that consider both their electoral prospects and clientelistic networks, when they choose between different types of electoral manipulation, and that they revert to riskier types only as a last resort: when there are no other options available on the menu of manipulation.
The thesis contributes to the academic literature in two ways. First, it adds to the growing body of work pointing to the direct costs and the indirect benefits of electoral manipulation. Second, it proposes a framework for approximating the properties of different types of electoral manipulation and making predictions about their patterns.

Keywords: Ghana
Africa
Electoral manipulation
Elections
Advisor: Cheeseman, N
Against monism and in favour of an anatomical approach to administrative law

This thesis is an exercise in arguing for an ‘anatomical approach to administrative law.' In doing so the thesis aims to show, broadly, two main things. Firstly, that if we pull administrative law apart and examine the basic legal and normative structures in play we see that those structures are both complex and varied in three core senses: administrative law doctrine interacts with an array of different administrative schemes, administrative law doctrine intervenes to protect a variety of different values and interests and administrative law is concerned with legal relationships of different kinds. Secondly, that by pulling apart administrative law in this way it becomes possible to construct understandings of particular doctrines within it which are capable of capturing the legal and normative complexities with which judges must grapple in giving effect to them. The later chapters of the thesis will make use of three case studies of central doctrines within administrative law – procedural fairness, legitimate expectations and standing – through which to demonstrate this.
Throughout this thesis the anatomical approach to administrative law for which the thesis argues is juxtaposed to an alternative approach: ‘monism.' A scholar making use of a monistic approach would proceed by seeking to identify some singular ‘organising concept' which is capable of unifying administrative law. A core aim of this thesis is to demonstrate, through an exploration of one important, and increasingly influential, monistic approach to administrative law (the 'public interest conception'), why administrative law is not amenable to analysis of this kind. The basic legal and normative components which make up administrative law, it is argued, are too complex and varied for the subject to be adequately analysed through the lens of a singular 'master idea or principle.'

Advisor: Fisher, L
Modelling HIV dynamics and evolution: prospects for viral control

The human immunodeficiency virus (HIV) epidemic is far from over. Antiretroviral therapy (ART) is effective at suppressing viral replication within a patient but it must be taken daily and is life-long. Therefore, the development of a therapy that could induce drug-free remission or constitute a functional cure is a key focus of HIV research. In this thesis I explore three mechanisms which could lead to more individuals being able to control their viraemia in the absence of ART: (1) T-cell immunity, (2) early initiation of ART, and (3) viral evolution. Firstly, a strong HIV-specific T-cell response has been linked to rare cases of spontaneous viral control, but the extent to which this arm of the immune response contributes to viral control is debated. Several types of data are used to answer this question, including the rate at which the virus evolves to escape the CD8+ T-cell response. I study the frequency of incident immune escape in the largest cohort used for this purpose to date. Secondly, some patients, with characteristics dissimilar to spontaneous HIV controllers, are able to control the virus for years after the interruption of ART that was initiated early in infection. I use mathematical models to investigate a new hypothesis for the differing outcomes of early- and late- initiated ART. Thirdly, since HIV is a relatively new infection of humans it is still adapting to its new host. Recent studies suggest that the virus could be evolving towards decreased virulence at the population level. I study whether the widespread administration of ART has the potential to alter the course of virulence evolution and might result in a further attenuated virus. I conclude by discussing the implications of these results for viral control at the individual level and also for population level epidemic control.

Keywords: Mathematical modelling
Anti-retroviral therapy
Infection and immunity
HIV
Latency
Post-treatment control
Virus evolution
Disease dynamics
Epidemiology
Advisor: McLean, A
Frater, J
Phillips, R
What is religious education for? A study of independent secondary school views on the aims of religious education and how this could impact on the preparatory schools curriculum design

This research aims to establish whether there needs to be a change in the epistemological groundings for RE at preparatory schools, and therefore a change in curriculum design and examination syllabus. My research reviews the vast amounts of literature on the aims of Religious Education and begins with an exploration of the history of the subject in England from the confessional model and the important impact of the 1870 Elementary Education Act on Religious Education. It goes onto an analysis of the non-confessional approaches including modern, post-modern and liberal approaches of the 60s,70s and 80s right through to RE in contemporary England. I use Gearon's paradigmatic framework for understanding the nature of Religious Education. By using the 'paradigms' to investigate a 'paradigm-shift' I will answer my research question of what is Religious Education for, whilst focusing on the implications on curriculum design in Prep Schools. I use qualitative research methodology to build a strong case to describe the current system in place at Prep schools as being inadequate to fulfill the subject's social aims. I examine government reports on the Prevent agenda and schools' role in combating radicalization.
The findings of the research demonstrate that in order for RE to achieve its aims, it must go through the paradigmatic-shift. This will be from the confessional model, typical of Prep Schools, to one that is more philosophical-conceptual and socio-cultural in outlook. This is in order to help pupils become positive and tolerant members of our liberal and multi-faith society.

Keywords: Religious Education
MLT
MLT2017
'Educational adventure' or 'problematic paradigm shift'? An exploration into the effects on teachers of pupil consultation in an independent secondary school

The aim of the study was to conduct research within an independent secondary school into how pupil consultation affects teachers, and the reasons for these effects. Five volunteer members of staff each undertook a four-week pupil consultation programme with Year 10 pupils. The research into teachers' experiences of consulting pupils ran parallel to this intervention and sought to generate both quantitative and qualitative data via: a schedule of one-to-one interviews with the staff; weekly surveys; the application of an instrument designed to measure teacher self-efficacy. The data gathered suggest that pupil consultation can increase both teacher self-efficacy and teacher satisfaction, though in some circumstances it can also decrease both teacher self-efficacy and teacher satisfaction. The data further suggest that the method of consulting pupils and the frequency with which consultation is carried out can affect teachers' perception of the effectiveness of the practice.

Keywords: MLT
MLT2017
An investigation into the impact of student questions on formative assessment in flipped sixth form biology lessons

This investigation aimed to determine whether formative assessment (AfL) in flipped Sixth Form Biology lessons can be made more inclusive by encouraging student questions through various teaching strategy innovations.
The literature review suggests student questions could play an important role in AfL. However, many studies suggest students ask few questions in lessons, for a number of reasons.
The following research questions explored which factors encouraging or inhibiting student questions might be relevant to the selected student cohort, to develop innovations:
1. Which Sixth Form students ask few questions over the course of two or three flipped Biology lessons?
2. What encourages and discourages Sixth Form student questions in lessons in this school?
Five Sixth Form Biology teachers, from the same school, participated in the research and, of the students in their classes, 56 completed tally sheets, monitoring the number of questions they asked in flipped lessons, and questionnaires, determining their perception of the quality of AfL taking place. 11 students participated in focus group interviews before the innovations, to help develop them, and after the innovations, to evaluate their success.
The following research questions were used to evaluate the innovations' success:
3. To what extent can changes in teaching strategy, based on the focus group interview data, affect the median number and statistical range of student questions asked in flipped Biology lessons?
4. To what extent can changes in teaching strategy, based on the focus group interview data, affect student perceptions of AfL in flipped Biology lessons?
5. To what extent does the number of questions asked by students correlate with their perception of AfL in flipped Biology lessons?
There is some evidence of partial success of some teaching strategies implemented in encouraging student questions. Evidence suggesting the innovations resulted in more inclusive AfL was weak. An unexpected, weak negative correlation between the number of questions asked by students in flipped lessons and their perceptions of the quality of AfL taking place within these lessons was revealed.

Keywords: MLT
Science
MLT2017
Formative assessment
Can pupil choice over English curriculum content improve pupils' sense that the subject is 'for them'? Assessing the impact of curriculum choice on pupils' engagement, confidence and sense of inclusion in the English

In this qualitative research and development project, I investigated the impact of pupil text choice on engagement in English lessons. School curricula have been shown to favour middle-class pupils (Demie and Lewis, 2010) and this project focused primarily on the experiences of a school priority: Pupil Premium pupils. Two low-attaining Year 7 classes from a co-educational comprehensive school were used for this study. Pupils chose their own novel from a shortlist to study for one term. Independent reading and collaborative activities developed while teaching became focused on skills over content. Attitudes to engagement were assessed qualitatively using Likert-scale questions, free text questionnaires and semistructured group interviews before, during and after the intervention. Findings showed the positive impact of choice on engagement. Pupils overwhelmingly enjoyed their book, looked forward to English lessons more and began reading more frequently at home. Many felt they were learning more, were better independent readers and knew what book they would read next. Interviews revealed many pupils were beginning to develop greater self-identities as readers as a result of choice. Some inconsistencies between questionnaire and interview data led to revelations about pupil perceptions of reading and its difference between the home and the school. Implications for further practice are discussed

Keywords: MLT
MLT2017
English curriculum
To what extent do students' and teachers' perspectives demonstrate that dialogic marking is an effective approach to feedback in a UK secondary school?

Feedback is one of the most powerful tools in a teacher's repertoire; when utilised effectively it is a catalyst for student progress. Written feedback, however, has recently become the catalyst for union action and government workload reviews but, surprisingly, a 2016 meta-review on written marking suggested that only a few robust studies into its impact have taken place. This highly contextualised study contributes to this gap in literature. Focusing on a secondary school English Department's strategy to provide 'dialogic' feedback, with students responding to teachers' marking, this small-scale piece of practitioner research investigates the teachers' and students' perceptions of the consequent learning. The investigation compares the impacts of and perceptions towards the departmental marking strategy with an alternative approach designed through collaboration with some of the department's teachers. This marking intervention was designed to reduce teachers' workload whilst maintaining or improving the effects of dialogic marking. The investigation attempts to answer the following research questions:
•What are the characteristics of 'dialogic' marking in the schools' English Department?
•What are teachers' incentives for investing substantial time into dialogic marking?
•How do students perceive teachers’ marking, in particular dialogic marking, in relation to their learning?
A qualitative approach to research included an artefact analysis applying a coding scheme and semi-structured interviews of a sample of the students and teachers involved. Close collaboration with the department and its teachers throughout the study resulted in an additional cycle of research, applying the newly-designed marking intervention to a second class. Findings suggested that dialogic feedback was taking place, when particular definitions were applied, and was largely perceived by students and teachers to contribute usefully to the learning process. However, some evidence suggested that this positive impact came at the expense of teachers' workload; a potentially unsustainable situation. Indications that the marking intervention maintained and even enhanced the perceived learning experience resulted from the analyses. Whilst further research is called for, both in and out of this school's setting, and refinements have already begun with the department's approaches to marking, the marking intervention should certainly be utilised by the department and the wider school community as a strategy to provide effective feedback in a manageable fashion.

Keywords: MLT
MLT2017
An inquiry into the compatibility of character education and liberal education for Year 9 boys

This inquiry tested initial perceptions of Year 9 boys in relationship to character education, in a school that actively espouses a 'liberal' intellectual tradition. A five week teaching block was used as an intervention on these themes as part of their Philosophy and Religion lessons. Students revisited their perceptions and attitudes. A questionnaire was used as the primary research instrument at 'entry' and 'exit' from the project. The questionnaire integrated qualitative and quantitative methods to ascertain if a significant attitudinal shift had taken place.
Eight sub-questions emerged from contention in the academic literature, and these were designed to test specific aspects of the relationship between the character and liberal traditions. The research cohort became more resistant to the compatibility of these themes in their education after the explicit classroom based reflection. The percentage of students attesting a positive appraisal of compatibility fell by 16%, between pre and post interview testing, with that rise attributed to the negative attitudinal response. The most critical students evidenced concern around the authoritarianism of character education, which suppressed opportunity for truly free thought. This inquiry suggests caution is required in considering further advancement of explicit character education models, with specific reference to the public school tradition. In terms of a foundational philosophical perspective, the inquiry considers whether an unwieldy influence on character education in contemporary educational practice, is actually a means of creating a 'hidden curriculum' with questionable motives.

Keywords: MLT
MLT2017
Early anti-Methodism as an aspect of theological controversy in England, c.1738-c.1770

This thesis provides the first large-scale reintegration of anti-Methodism into the wider theological controversies of the eighteenth century. It argues that there was a close connection – and in many cases, a direct link – between anti-Methodist writers and those involved in other theological controversies. Moreover, it shows that anti-Methodist polemics interacted with and were informed by contemporary debates on such issues as Deism, miracles, and the afterlife. This study also explores authors who used anti-Methodism as a forum to voice heterodox views. The fact that these heterodox ideas were often disagreeable to both evangelicals and High Churchmen is significant because it suggests that – on various points of theology – John Wesley and George Whitefield differed little from their ‘orthodox’ Anglican opponents. By highlighting these theological similarities between evangelicals and High Churchmen, this thesis challenges the traditional stereotype that the eighteenth-century Church of England had become indifferent to theology. Chapter One introduces Wesley and Whitefield’s key Anglican opponents, and discusses the print culture of early anti-Methodist literature. Chapter Two locates the soteriological disputes between Methodist and anti-Methodist divines as part of a long-standing debate on faith and works, which can be traced back to earlier clashes between Reformed and Arminian divines during the Restoration period. Chapter Three analyses Methodist teachings on self-denial, and considers the ways in which anti-Methodist clergymen reconciled their attacks on evangelical asceticism with their seemingly contradictory charges of antinomianism. Chapter Four explores how anti-Methodism was used as a platform to voice heterodox views on original sin and the afterlife. Chapters Five and Six provide a fundamental reappraisal of the relationship (and perceived relationship) between evangelicalism and irreligion by showing that anti-Methodism overlapped with anti-Deism and the eighteenth-century miracles debate. The final chapter shows that anti-Methodist authors often adopted a decidedly partisan approach to historical writing, which was modelled on seventeenth-century polemical historiography.

Keywords: Church of England
heterodoxy
theological controversy
anti-Methodism
Methodism
eighteenth-century England
Advisor: Young, B
General practitioner hospitals and the relationship of general practice to hospital medicine

The purpose of this thesis is to examine the relationship between consultants and general practitioners, particularly as far as hospital in—patient care is concerned. How has the role of each of them evolved? What is the effect of the division between consultants and general practitioners on in-patient care? What is the role of the general practitioner as far as in-patient care is concerned, particularly in general practitioner units?
In order to examine these questions the historical origin of the general practitioner and consultant is described, and the results of two surveys are presented.
The first survey was carried out in 1970 in a teaching hospital, The Radcliffe Infirmary, Oxford, and is called the Radcliffe Survey. The second was carried out in 1970-71 and consisted of a survey of all medical admissions from one general practice in Wantage to Wantage Hospital and consultant wards in the United Oxford Hospitals; this is called the Wantage Survey.
The results of these surveys are used to examine a number of hypotheses. These will be stated in detail, but broadly speaking the aim of the surveys was to try to discover how much hospital care can be provided in a general practitioner hospital as an alternative to consultant care, how the admissions to the two types of hospital are selected and how they differ. Obstetrics is not included in either survey because the role of G.P. obstetric units has been well covered in a number of publications. The Radcliffe Survey was concerned with medical and surgical patients, but it is medical admissions that form the largest part of in-patient care in general practitioner hospitals and, at the same time, the least investigated. Therefore, the Wantage Survey was concerned almost exclusively with medical admissions.

Keywords: hospital
practitioner
practice
GPs
general
GP
practitioners
medicine
hospitals