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This article makes both a theoretical and empirical contribution to understanding economic nationalism. It does this first through providing an appropriate definition of the term. Taking issue with the generalised remit of economic nationalism in recent writings, it suggests that it consists of practices to create, bolster and protect national economies in the context of world markets. Taking this definition, the subsequent history section identifies economic nationalism's rise in the late 19th century, the impetus of crisis after 1929 and its institutionalisation after 1945.

Abstract. This article attempts to clarify in a systematic fashion the relationship between nationalism and sexuality. Whilst a relationship is now generally recognised between the two phenomena, it has been neglected relative to other issues. There are genuine reasons for this, the relationship being fraught with conceptual and empirical problems. Such problems are evident in the writings to date directly on nationalism and sexuality. This discussion attempts to initially disentangle racism and gender from nationalism and sexuality, respectively, before outlining what I consider to be the three major intersections: national sexual stereotypes, sexuality in national conflict and sexuality in nation‐building. Each of the intersections are indicated by an assessment of their conceptual relationship, and illustrated by various historical instances.

Socrative is an online platform that allows a teacher to put questions to students through an app on their smart phone or tablet. In existence since 2011, its use is now quite common in university teaching. But is Socrative any good? This article reviews the literature on the device and discusses my research on the use of the app, the first carried out with social science students. The secondary research findings are that students find Socrative easy to use, fun, of genuine benefit to their learning and a medium that aids active participation. Furthermore, there is evidence that it benefits attainment as testing helps memory retention. My research findings broadly concur. Also considered is how Socrative use can be extended beyond revision-style testing to introduce students to new information that challenges existing beliefs and to elicit controversial opinions and sensitive information.