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This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

This paper uses the glass and steel Urbis building in Manchester as a prism via which we might look at cultural, political and economic change in England over the last twenty years or so. It takes stock of neoliberalism, museum and popular culture in England during that time, and tries to sense different political, cultural and economic turns, at the same time as it acknowledges that ‘uneven development’ on any landscape makes the attempt to describe macro change problematic. To deal with this, the paper introduces a particular figuring of the term ‘degentrification’, in order to think about the ways in which these essentially dialectical movements operate. We are soliciting a cultural dialectic here, which focuses on one site, but then uses the insights made there – in the tradition of Walter Benjamin and the Situationists – to think through wider cultural, economic and political temperatures in England between the early 1990s and the present day. [ABSTRACT FROM PUBLISHER]

Abstract: This paper examines how complex transport projects are reported in the media using the Transport Innovation Fund bid for Greater Manchester as a case study. It demonstrates how projects are simplified and distorted in the media in a systematic way. Such distortion is explained by a scheme’s perceived newsworthiness, its complexity and the contemporary nature of news media production. The paper has implications for future research in this area and the implementation of sustainable transport policy. It urges transport professionals to both better understand, and engage directly with, the media if they are to maximise the benefits of efforts to shape travel behaviour. [Copyright &y& Elsevier]

The article discusses several papers presented at the conference "Church, Identity/ies and Postcolonialism," held at the University of Manchester in England from May 1 to 3, 2008. The topics of the papers included Anglican identities, the challenges facing the Anglican Communion and the relationship between the Church of England and the empire of Great Britain. Assistant Bishop Stephen Pickard, Steven Shakespeare of Liverpool Hope University in England and postcolonial theologian Robert Heaney were among the presenters featured.

This article offers a detailed overview of the Manchester Jacobite trials of 1694, looking at the origins of the allegations that prompted them and why the defendants were able to escape punishment. A discussion of Jacobite papers discovered after the trial and the insight they give into the machinations of northern Catholics and their links to genuine Jacobite intrigue is also provided. It is argued that, while the claims of the informers whose alleged insights brought about the trials may have been corrupted by exaggerations and outright lies, the links between northern Catholics and Jacobitism were more complex than had been presented by the defence. Examination of the Manchester Jacobite trials and the events surrounding them shows that a significant element of the northern Catholic community retained an active loyalty to the exiled Stuart Court. The support that the defendants received also forces a review of the relationships many Catholics shared with their Protestant neighbours. [ABSTRACT FROM AUTHOR]

Background and objectives The University of Manchester's undergraduate curriculum was reorganised in 1994. Problem-based learning (PBL) was chosen as the central educational method throughout the 5 years. A thematic interdisciplinary style provided a framework around which to select and integrate content. The theme for family, reproductive and child health for the 14-week Families and Children Module (FCM) in year 4 integrated content from obstetrics-gynaecology, paediatrics (including child psychiatry), genetics and public health. This paper focuses on the FCM which has put to test some of the principles of integration. Methods The educational process and outcome of the FCM was evaluated with information from (1) Open Forum feedback sessions (2) student questionnaires and (3) students' performance in an objective structured clinical examination (OSCE). Results Significant problems were encountered during the first year of the FCM (1997–98). An Open Forum for all students and staff was convened after each module in order to address the level of concern. Students' responses to questionnaires reflected the overall impression obtained from the Open Forum. Difficulties appeared to be more than the anxieties and challenges inherent in organisational change and were not simple practical timetabling problems. Tutors perceived a loss of coherence and student contact; students reported difficulties maintaining sufficient continuity of focus in clinical and academic learning experiences. The intended level of integration of paediatrics and obstetrics-gynaecology was unmanageable. Consequently, the FCM (1998–99) was divided into separate attachments for clinical learning and experience in paediatrics and obstetrics-gynaecology, each of 7 weeks' duration. Further open feedback sessions revealed that the modifications implemented in 1998–99 were associated with positive experiences for students and tutors. Comparison of responses to the evaluation... [ABSTRACT FROM AUTHOR]