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Generations of historians have seen the interplay between the early modern state and its armed forces, and between warfare and state formation, as key factors in the process of modernisation. The creation of the modern state was most powerfully expressed through the supposed symbiosis between absolute regimes and standing armies. The image of geometric order and discipline generated by formations of infantry drawn up in kilometre-long battle lines; the authorities’ direct involvement in provisioning, equipping, and uniforming its soldiers; central government’s reach into every aspect of warfare and military planning. All of these have been regarded as defining traits of the interconnection between the standing army and the state. Research on the inner structures of early modern military society has, until recently, been coloured by preconceptions about functioning hierarchies and chains of command, an increasingly effective military administration, rigid discipline, and corresponding efficiency in the waging of warfare. Such a top-down view remained unchallenged as long as researchers relied almost exclusively on sources derived from governmental and/or legal provenance, leaving an impression of overwhelming state authority reaching right down to the level of the common soldier.
‘Bella gerant alii.’ In 1516, by means of traditional dynastic finagling, the house of Habsburg acquired the thrones of Castile and Aragon, or Spain for short: the most bellicose and spectacularly expanding state in Latin Christendom. Henceforth, it seemed, the Habsburgs would no longer be able to leave war to others.
Since concluding Castile’s civil conflicts in the 1470s, the Spanish monarchs had, by force of arms, reconquered parts of French Catalonia, and added other acquisitions to their realms: southern Navarre, the western Canary Islands, Melilla, much of the Caribbean, and the kingdoms of Granada and Naples. For what came to be known as the Spanish monarchy it was the start of the most sustained period of success – measured by the crude, but decisive, standards of victory in the field and expansion on the frontiers – any Western European state had achieved since the Roman Empire.
Naval warfare changed out of all recognition from the late sixteenth century onwards through the rapid development of large square-rigged warships carrying heavy broadside gun batteries. A whole series of developments followed, with a long (if far from smooth) evolution in ships, equipment, strategy, and tactics continuing down to the last sailing navies of the early nineteenth century. It was clearly no accident that this naval revolution coincided with a great age of global European empires, which would have been impossible to create or maintain without effective naval power. Galleys and other oared craft became largely obsolete, except for some amphibious operations in the Mediterranean and for use in shallow waters around the innumerable Baltic islands. The crushing Dutch victory over a Spanish fleet at the battle of the Downs (1639) marked the first occasion when the full power of broadside gunnery became evident. Then the three Anglo-Dutch wars between the 1650s and 1670s saw a series of savage and bloody engagements between the fleets of two nations that were coming to be known as the Maritime Powers. The combination of imperial and trading ambitions, new financial arrangements, and relatively open societies enabled first the Dutch, and then the British, to develop naval power to new heights, in turn allowing them to punch well above their weight on the international stage. Under Louis XIV, France did mount a serious challenge to the Dutch and English, and for a time possessed the largest navy in the Western world. However, by the 1690s the French, and more gradually the Dutch, were finding the costs of maintaining this level of power at sea, as well as on land, to be too great.
For over half a century, discussion of the relationship between military finance, organisation, and state development has been dominated by the contested concept of a ‘military revolution’; the belief that there were one or a few periods of fundamental change that transformed both war and wider European history. More recently, this has been supplemented by the idea of smaller, but more frequent ‘revolutions in military affairs’ (RMAs) as individual military organisations respond to, or anticipate, changes made by their likely opponents. Technology is generally considered to drive both forms of ‘revolution’, as innovative weaponry and institutional practice transform war, rendering older models ineffective and obsolete. Change flows through a series of chain reactions, as states adapt to new conditions, modifying their structures to sustain and direct altered armed forces, and revising their forms of interaction with society both to extract the necessary resources and to legitimate their use in war-making.
This chapter examines the formal relationship between medical professionalism and compassion, looking at codes of ethics and practice guidelines, chiefly for medical professionals but also with reference to other healthcare workers. The chapter starts by exploring the importance accorded to compassion in ethical guidance for doctors in the United Kingdom (UK), Ireland, the United States, Australia, and New Zealand. It then examines guidance specifically aimed at psychiatrists, including documents published by the Royal College of Psychiatrists in the UK, the College of Psychiatrists of Ireland, and the American Psychiatric Association. Many of these guides emphasise the importance of compassion and related values, with the Royal College of Psychiatrists providing particularly detailed suggestions about building and sustaining compassion in mental healthcare. Compassion and related values also feature commonly in codes of practice and ethical guidance for other clinical professionals, such as nurses, midwives, social workers, occupational therapists, and others. This chapter concludes that, taken together, these statements of practice values and ethical principles reflect a welcome and growing emphasis on compassion in guidance for healthcare professionals across many clinical domains.
While exploring how specialist medical publishers and regular practitioners worked together to publish and advertise medical works on sexual matters, Chapter 3, Publishing for Professional Advantage, shows that the boundaries between communicating knowledge, promoting expertise, and trading on medical eroticism were not just blurry in contexts of the pornography trade and irregular medical practice. They were also blurry in regular medicine. Works on reproduction and sexual health issued by medical publishers were often textually similar to those issued by pornographers and irregulars, worked up using similar techniques, advertised, and distributed to non-medical readers in similar ways, and, regular practitioners often argued, for similar purposes. The chapter explores how and why these overlaps aroused particular concern among groups that advocated radical reforms to the medical profession. Rather than seeking to discipline regular medical publishing, however, reformers initially took a different route: they launched campaigns aimed at stamping out irregular practitioners’ trade in sexual health manuals.
Spokespeople play a critical role during health emergencies in communicating credible, accurate, and actionable messages to the public. Effective spokespeople not only gain the public’s support during health emergencies but also personalize the health agency. Through professionalism, trustworthiness, authenticity, reliability, and clear communication, spokespeople build trust with the public each time they address the media or deliver a speech. This chapter describes the role of a spokesperson and why this role is critical to emergency response operations. It outlines ideal characteristics of a spokesperson including professionalism, experience working with the media, involvement with decision-making, trustworthiness, charisma, clarity of speech, and relatability. This chapter explains common spokesperson pitfalls and practical tips on how to avoid them. Media briefing and interview techniques on how to communicate effectively with the media are included. Agenda setting theory is described. A student case study uses the Crisis and Emergency Risk Communication framework to analyze the communication of Dr. Nirav D. Shah, director of Maine’s Centers for Disease Control and Pevention, during the COVID-19 outbreak. End-of-chapter reflection questions are included.
Clinical ethics consultations can be haunting. Ethics consultants have few opportunities to reflect on the affective impact of their work. This book offers detailed cases, confessions, reflections, regrets, and triumphs experienced by ethics consultants. The authors bravely share what haunts them about the complex and demanding work of ethics consultation. Consultants experience moral distress but it’s rarely discussed. Our values are woven into the consultation. We’re not always sure if this is for better or worse. One poignant case may haunt us for our entire career. The second edition of the book includes the cases written by original authors regarding neonatology, pediatrics, palliative care, psychiatry, religious and cultural values, clinical innovation, professionalism, and organizational ethics. The book includes educational activities for ethics committees, consultants, and students at all levels of study. In the second edition, new authors reflect on clinical ethics practice, highlight how our practices have changed, and reflect on equity and diversity dimensions of patient care and ethics consultations.
Clinical ethics consultants navigate dilemmas across patient care, public health, and healthcare policy. Issues span from the beginning to the end of life, complex discharges, employment of novel technologies, and visitation restrictions. The second edition relays the narratives of fraught, complex consultations through richly detailed cases. Authors explore the ethical reasoning, professional issues, and emotional aspects of these impossibly difficult scenarios. Describing the affective aspects of ethics consultations, authors highlight the lasting effects of these cases on their practices. They candidly reflect on evolving professional practice as well as contemporary concerns and innovations while attending to equity and inclusivity. Featuring many new chapters, cases are grouped together by theme to aid teaching, discussion, and professional growth. The book is intended for clinicians, bioethicists, and ethics committee members with an interest in the choices made in real-life medical dilemmas as well as the emotional cost to those working to improve the situations.
This chapter begins with the evolution of American medicine from a “sovereign” self-regulating profession focused on direct patient service to a large industry that serves the social sector but that, because of its professional heritage, receives extensive public subsidies without equivalent public accountability. Next, the chapter identifies regulatory dynamics in American health care governance that structurally discourage movement from the prevailing, if dissonant, private law framework to one explicitly grounded in public law. The chapter concludes by highlighting the challenges and opportunities inherent in a private law approach to what is intuitively a public law domain.
Language is the primary technology clinical ethicists use as they offer guidance about norms. Like any other piece of technology, to use the technology well requires attention, intention, skill, and knowledge. Word choice becomes a matter of professional practice. The Brief Report offers clinical ethicists several reasons for rejecting the phrase “aggressive care.” Instead, ethicists should consider replacing “aggressive care” with the adjacent concept of a “recovery-focused path.” The virtues of this neologism include: the opportunity to set aside the emotion of “aggression,” the phrase’s accuracy when capturing the intention of the patient or their representative, and an unappreciated rhetorical force—and transparent logic—that arises when the patient’s recovery is unlikely.
Although ethics is increasingly integrated in the curriculum of U.S. medical schools, it remains not well integrated with system issues, and social and structural contexts of illness. Moreover, ethical analysis is not often taught as a clinical skill. To address these issues, an outcomes driven course in Social Sciences, Humanities, Ethics and Professionalism (SHEP) was created. Within the course, a web-based concept mapping device, SHEP Case Analysis Tool (SCAT), was created which schematizes the structure and flow of clinical cases from diagnosis to treatment options, to shared decision making to outcome, and includes key stakeholders, influences, and structural features of the health system. In the course, each student analyzes a case in which they were directly involved using SCAT and presents their analysis to faculty and peers. This exercise 1) reinforces knowledge-based portions of the course pedagogy, 2) supports meta-cognition and critical thinking through concept mapping, 3) applies multidimensional analysis to identify ethical, social, and system issues that impact patient-care. 4) develops problem solving skills, 5) counters the hidden curriculum/support professional identity formation, and 6) develops skills in reflective discourse. This paper outlines the development and use of this concept mapping case analysis tool in an undergraduate medical education curriculum.
The issue of professionalisation of English Language Teaching (ELT) remains underexplored in academic discourse. Written by experienced teacher educators, this book presents a timely guide to professional teacher development in ELT, showing how teacher educators and classroom practitioners can develop their practice. It scrutinises key topic areas for teacher education, detailing the specific competences that professional teachers need to demonstrate in the 21st century, including transforming English language classrooms, engaging in ongoing debates that examine theory, research and practice, responding to managerial and policy discourses on English language instruction, and playing a leading role in regulating the entire teaching profession. It highlights how meaningful, impactful, transformative, and sustainable language education requires high-quality teachers who are lifelong learners, classroom ethnographers, and educational leaders. It is essential reading for pre- and in-service teachers, teacher educators and professional development providers, educational researchers, as well as policy makers in the field of ELT.
Moving beyond narratives of female suppression, and exploring the critical potential of a diverse, distinguished repertoire, this Companion transforms received understanding of women composers. Organised thematically, and ranging beyond elite, Western genres, it explores the work of diverse female composers from medieval to modern times, besides the familiar headline names. The book's prologue traces the development of scholarship on women composers over the past five decades and the category of 'woman composer' itself. The chapters that follow reveal scenes of flourishing creativity, technical innovation, and (often fleeting) recognition, challenging long-held notions around invisibility and neglect and dismissing clichés about women composers and their work. Leading scholars trace shifting ideas about composers and compositional processes, contributing to a wider understanding of how composers have functioned in history and making this volume essential reading for all students of musical history. In an epilogue, three contemporary composers reflect on their careers and identities.
This article raises the question of whether bioethics qualifies as a discipline. According to a standard definition of discipline as “a field of study following specific and well-established methodological rules” bioethics is not a specific discipline as there are no explicit “well-established methodological rules.” The article investigates whether the methodological rules can be implicit, and whether bioethics can follow specific methodological rules within subdisciplines or for specific tasks. As this does not appear to be the case, the article examines whether bioethics’ adherence to specific quality criteria (instead of methodological rules) or pursuing of a common goal can make it qualify as a discipline. Unfortunately, the result is negative. Then, the article scrutinizes whether referring to bioethics institutions and professional qualifications can ascertain bioethics as a discipline. However, this makes the definition of bioethics circular. The article ends by admitting that bioethics can qualify as a discipline according to broader definitions of discipline, for example, as an “area of knowledge, research and education.” However, this would reduce bioethics’ potential for demarcation and identity-building. Thus, to consolidate the discipline of bioethics and increase its impact, we should explicate and elaborate on its methodology.
Secondary use of clinical data in research or learning activities (SeConts) has the potential to improve patient care and biomedical knowledge. Given this potential, the ethical question arises whether physicians have a professional duty to support SeConts. To investigate this question, we analyze prominent international declarations on physicians’ professional ethics to determine whether they include duties that can be considered as good reasons for a physicians’ professional duty to support SeConts. Next, we examine these documents to identify professional duties that might conflict with a potential duty of physicians to support SeConts.
Black Rhodesian soldiers’ loyalties – as opposed to motivations for initial enlistment – were premised upon a shared sense of professionalism. Inherent to this ethos was their soldierly prowess, honed through continuous training and operational experience, which was also co-constitutive of a deep, emotive sense of mutual obligation between fellow soldiers. Furthermore, these soldiers were socialised into a distinctive military culture, which created a powerful, emotive regimental loyalty that incorporated traditions to create an accentuated sense of in-group belonging and homogeneity that bound them to their regiment, and thereafter the wider army. professionalism and regimental loyalties of these troops ensured that they remained steadfast during combat and in the face of the surge in popularity of the nationalist challenge to white settler-colonial rule.
This book has contributed to a new understanding of the loyalties of black Rhodesian soldiers during the era spanning the terminal years of the Federation of Rhodesia and Nyasaland, Zimbabwe’s war of liberation, and the tumultuous first two years of independence from 1980. That these black soldiers fought for white-minority rule in Rhodesia appears, superficially, both paradoxical and extraordinary, and it has led to their characterisation as supporters of the RF, mercenaries, or ‘sell-outs’ in neo-Rhodesian and nationalist literatures.
Once the RAR was an established, regular force, new forms of micro-level solidarities particular to regular soldiers took root, which fundamentally differentiated these soldiers from other combatants. professionalism of the Rhodesian Army was institutionalised and embedded during its transformation to a regular army, and was modelled upon British practice, doctrine, and traditions. This chapter thus uses a literature which has studied the British practice of creating soldierly cohesion and loyalty. Incorporating the arguments of military sociologists, particularly the work of Anthony King, and historians, it shows how a soldierly identity was shaped, which itself fed into an ideal of soldierly professionalism which become co-constitutive. Through extensive training, black RAR soldiers acquired great confidence not only in their own abilities, but also those of their peers, whom they could expect to fight for them in difficult situations. Underpinning these professional norms was a system of military discipline that relied upon a quasi-juridical form of oversight, which my interviewees attested was rational and fair.
The British colonisers introduced urban planning in Zimbabwe in 1890. The 1933 Planning Act, situated largely in the realities of Britain at the time, institutionalised planning as a practice for adoption by urban local authorities. The legislation was amended in 1945 to embrace changes noted in the countryside so that it became a Town and Country Planning Act. Noticing that some of the developments were exceeding one district, in 1976 the Planning and Country Act was revised to become the Regional, Town and Country Planning Act. It was revised in 1995 and still retains the title. The legislative instrument guides planning practice, directing regional, master and local planning. It covers aspects of development control, subdivision and consolidation. It would appear that all was going well until the practice began to be challenged in the 2000s, as retaining colonialist rigidity made development cumbersome if the necessary approvals were not in place. The 2005 Operation Murambatsvina was perhaps one of the worst human disasters in the land, with the planned city displacing the poor. A host of challenges exist, yet opportunities are there to improve planning in Zimbabwe.