Iowa History and Culture : A Bibliography of Materials Published Between 1952 and 1986, 1989

This bibliography was compiled by two reference librarians, Patricia Dawson and David Hudson with the goal of making it easier of tracking down material on Iowa history and culture. This supplements the Iowa History Reference Guide published in 1952 by William Petersen

Macrocriminology and Freedom

How can power over others be transformed to 'power with'? It is possible to transform many institutions to build societies with less predation and more freedom. These stretch from families and institutions of gender to the United Nations. Some societies, times and places have crime rates a hundred times higher than others. Some police forces kill at a hundred times the rate of others. Some criminal corporations kill thousands more than others. Micro variables fail to explain these patterns. Prevention principles for that challenge are macrocriminological. Freedom is conceived in a republican way as non-domination. Tempering domination prevents crime; crime prevention reduces domination. Many believe a high crime rate is a price of freedom. Not Braithwaite. His principles of crime control are to build freedom, temper power, lift people from poverty and reduce all forms of domination. Freedom requires a more just normative order. It requires cascading of peace by social movements for non-violence and non-domination. Periods of war, domination and anomie cascade with long lags to elevated crime, violence, inter-generational self-violence and ecocide. Cybercrime today poses risks of anomic nuclear wars. Braithwaite’s proposals refine some of criminology’s central theories and sharpen their relevance to all varieties of freedom. They can be reduced to one sentence. Strengthen freedom to prevent crime, prevent crime to strengthen freedom

The educational aspects of the counselling movement, with particular reference to the role of the new education fellowship (since 1966 the world education fellowship).

This study examines the educational aspects of counselling in a major branch of progressive education, in which they appeared predominantly, but not entirely, as central and inseparable functions of teaching between 1921 and 1970. The development of these mainly non-specialist aspects of counselling is set into the context of the gradual growth of counselling as a specialist activity in education more generally throughout the present century. Relationships between the specialist and non-specialist approaches to counselling over the five decades mentioned above are examined in detail. To aid the identification of counselling within educational thought and practice, a wide range of modern literature on specialist counselling is first surveyed, and a number of priorities common within it are defined. Differences of opinion within the field of specialist counselling are also examined, both through the literature and with reference to recent empirical research in Britain on the role concepts of counsellors. These lead to suggestions that an 'open-system' orientation describes major differences of viewpoint among specialist counsellors, and that the evolution of the specialist counselling movement can be interpreted in major respects by a gradual change in its relationship to the problem-centred aspects of counselling. Using these priorities and perspectives, the earliest expressions of thought in the New Education Fellowship are intensively examined, to clarify the presence, extent, and importance of counselling priorities within them. The stability of these priorities, and their interaction with other areas of thought and achievement in education, including that of the separate development of counselling as a specialist movement, is then examined throughout the history of the Fellowship from 1921 to 1970. Main findings are that many priorities common to modern counselling, appeared as central and important aspects of educational thought at the inception of the New Education Fellowship in 1921, where they were seen as intimately associated with teaching roles; that these priorities were stable in the history of the Fellowship, tending to re-emerge apparently spontaneously at different times; and that this pattern of stability contrasts with a changing pattern of priorities within the specialist counselling movements elsewhere in education. These and other findings, and their implications, are discussed in a closing chapter