Power and subjectivity : a Foucauldian discourse analysis of experiences of power in learning difficulties community care homes.

SIGLEAvailable from British Library Document Supply Centre- DSC:DXN053713 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Journal in Entirety

TABLE OF CONTENTS Editorial Terry C. Muck Justification by the Faithfulness of Jesus Christ Chad Harrington From Cults to Cultures: Bridges as a Case Study in a New Evangelical Paradigm on New Religions John W Morehead The Most Indispensable Habits of Effective Theological Educators: Recalibrating Educational Philosophy, Psychology, and Practice Mark A. Lamport Bridging the Gap: Understanding Knowledge of God in Gregory of Nyssa\u27sCommentary on the Song of Songs Nathan Crawford John Wesley\u27s Question: How Is Your Doing? David Werner Book Notes Kenneth Collins Review Essay Kenneth M. Loyer Book Reviews Michael Matlock and Bradley Johnson Charles Meeks Amos Yong Joseph Okello Kandace Brooks J. Ellsworth Kala

Into the Corrida: an analysis and testing of Geese Theatre Company's The violent illusion trilogy prison residency for violent offenders (2 Volumes)

In the last decade UK criminal justice policy has attempted to systematise 'evidence based' practice in terms of dealing with offending behaviour, through a variety of 'accredited' programmes in prison and probation. In the literature, a key distinction is between instrumental, goal-directed violence as a 'planned' behaviour and hostile violence motivated by the experience of anger or other strong direct emotion. The current criminal justice conception of violent offending specifically is confused: the dominant analysis is 'cognitivist', seeing instrumental behaviour as originating in 'faulty thinking'; but existing violence programmes cater primarily for offenders whose violence is reactive and hostile. The overwhelming treatment orientation remains cognitive-behavioural and psychological. This thesis investigates an intervention that, within a cognitive-behavioural framework, is essentially dramaturgical in nature, utilising methodologies such as scripted performance, mask, and improvisational drama, reflecting several theoretical domains outside of the cognitive perspective and which are currently 'illegitimate' within the dominant paradigm; these domains are reflected in eight critical 'nodes' of theory emergent from the literature review. The epistemological foundation of this study can be defined as essentially post modem and holistic, and the methodology used reflects this, combining quantitative psychometric measurement of 'what the Residency does, i. e. reduce the likelihood of violent behaviour, with a qualitative approach to analysing 'how' the Residency brings this about. This is pursued through a framework of Participant Observation and 18 questions of Discourse Analysis directed at the 'living' interpersonal phenomena of the Residency, and following several participants who were a) accessible to the researcher and b) appear to represent a range of reactions. In emphasising a dramaturgical analysis this study departs significantly from the cognitive-psychological paradigm of origins and treatment of violent behaviour, but this allows us to explore and emphasise dynamics of change and the collective level of a group process, as opposed to the more usual 'Euro-American' individualist cognitive approach. The thesis both demonstrates that such dramaturgical interventions are measurably effective within the terms of the dominant model and offers a far more profound, complex and contradictory model of the person and working with violent behaviour than the 'orthodox' vision permits

Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education

International audienceThis volume contains the Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (ERME), which took place 9-13 February 2011, at Rzeszñw in Poland