“Driven to Tears”: Britain,CS Tear Gas,and the Geneva Protocol, 1969–1975

This analysis considers a controversy over whether the 1925 Geneva Protocol, the treaty prohibiting the use of chemical and biological weapons in warfare, covered CS “tear gas.” Widespread deployment of tear gases by American forces in Vietnam after 1964 attracted much international criticism as many believed the Protocol banned such agents and pressure gradually built on the British government to clarify its interpretative position. Its tabling a disarmament initiative to prohibit production and possession of biological weapons in July 1969 exacerbated the situation, provoking allegations of diverting attention from chemical weapons as a favour to America and the “Special Relationship.” Meanwhile, the outbreak of the “troubles” in Northern Ireland earlier the same year, where British forces also used CS, presented further difficulties. Britain rejected inclusion of CS under the Protocol in February 1970 but wrestled at great length over the decision and its consequences under the Harold Wilson and Edward Heath governments. Largely absent from historical accounts, this episode allows an examination of a complex, convoluted issue that had potentially wide-ranging ramifications for the interpretation of international relations and treaties. Similarly, re-creating confidential inter-departmental decision-making processes, particularly comparing scientific and legal interpretations, the processes of governmental bureaucracy and the role played by civil society demonstrates why an element with little immediate linkage to British overseas affairs proved such a conundrum.     

Connecting smallholders with dynamic markets: a market information service in Zambia

Commodity markets have changed significantly in the past two decades, with smallholders increasingly requiring robust market intelligence to understand and secure benefit from the new environment. This article explores the approach to, and lessons stemming from, an IFAD-financed market information service in Zambia. It finds that by locating the service within a pre-existing institution with legitimacy and credibility, the service has secured the interest of a wide range of actors, and has better enabled smallholders and traders to access and utilise relevant, up-to-date, and actionable information to shape decision-making. The article concludes by discussing the key considerations that shaped the institutional analysis, and the issues that will influence the financial sustainability of the service.     

The Cold War “Special Relationship” Revisited

This article focuses on one of the most potent ideas in world politics: the idea of an Anglo-American “special relationship.” It examines the use and abuse of this relationship, as cultural referent, rhetorical construct, and political imperative, during the long Cold War. It inspects the roots of specialness—the core conditions—in terms of belief and experience as well as need and opportunity. It warns of the hubris inherent in the presumption of specialness on the Churchillian model, a frame of reference (and a set of strategic contingencies) time-expired even before the expiration of the Cold War itself.     

Research-informed teaching: a clinical approach

In a bid to attract students amidst increasing competition within the sector, many universities claim that their teaching is “research-informed”. However, there is some disagreement amongst academics about what actually counts as research-informed teaching and therefore how it should be developed and delivered. Furthermore, whilst academic reputation is a key factor for prospective university applicants, the primary objective of the majority is to enhance employability. Institutions must therefore be careful to ensure that research-informed teaching is developed in a way that is perceived to help rather than hinder this fundamental objective. This article seeks to define research-informed teaching and then considers whether clinical approaches to both teaching and research can offer more widely applicable strategies for effective integration of the two. Two case studies are considered: first, the writer’s own experience as a solicitor in private practice; and secondly, Hallam Law, Sheffield Hallam University’s pro bono law clinic. It is submitted that by adopting a clinical approach to the research and teaching on more orthodox, academic modules, it may be possible to develop and deliver research-informed teaching in a way that enhances employability and therefore appeals to prospective law students.