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Law & Politics Master's

Constitutional Limits on Emergency Executive Power

Emergency powers present constitutional systems with a structural paradox: the conditions that justify their use are the conditions under which oversight is weakest. This paper compares sunset-clause, judicial-review and legislative-ratification models of constraint, and argues that only ex ante temporal limits reliably survive the emergencies they are designed for.

697 words 3 min read 1,200 tokens to unlock

Psychology Undergraduate

Attachment Theory and Adult Romantic Relationships: A Critical Review

Attachment theory's extension from infant caregiving to adult romance is one of the most productive analogies in modern psychology — and one of the most frequently overstated. This review distinguishes the claims that survive longitudinal testing from those that rest on cross-sectional self-report, and argues that attachment style is better modelled as relationship-specific than as a stable trait.

708 words 3 min read 1,200 tokens to unlock

Economics Undergraduate

Behavioural Economics and the Limits of Nudge Policy

Nudge policy promised large welfare gains from small, cheap interventions. A decade of replication work has narrowed that promise considerably. This essay reviews the evidence on default effects, framing and salience interventions, and argues that nudges work best precisely where they matter least — and that the political appeal of nudging lies in its avoidance of distributive conflict.

708 words 3 min read 1,200 tokens to unlock

Biology & Medicine Master's

Antimicrobial Resistance: Drivers, Surveillance and Policy Response

Antimicrobial resistance is a collective-action problem wearing the costume of a clinical one. This paper reviews the selection pressures driving resistance across human and agricultural use, evaluates the surveillance infrastructure that exists to detect it, and argues that stewardship programmes fail predictably wherever prescribing incentives are not addressed alongside them.

701 words 3 min read 1,200 tokens to unlock

Psychology Undergraduate

Cognitive Load Theory and the Design of Instructional Materials

Cognitive load theory holds that instructional design should minimise demands on working memory that do not contribute to learning. This essay examines the distinction between intrinsic, extraneous and germane load, reviews the worked-example and split-attention effects, and considers the expertise-reversal effect as a genuine constraint on the theory's prescriptions.