The structural properties of sexual fantasies for sexual offenders : a preliminary model

While the phenomenon of sexual fantasy has been researched extensively, little contemporary inquiry has investigated the structural properties of sexual fantasy within the context of sexual offending. In this study, a qualitative analysis was used to develop a descriptive model of the phenomena of sexual fantasy during the offence process. Twenty-four adult males convicted of sexual offences provided detailed retrospective descriptions of their thoughts, emotions and behaviours—before, during and after their offences. A data-driven approach to model development, known as Grounded Theory, was undertaken to analyse the interview transcripts. A model was developed to elucidate the structural properties of sexual fantasy in the process of sexual offending, as well as the physiological and psychological variables associated with it. The Sexual Fantasy Structural Properties Model (SFSPM) comprises eight categories that describe various properties of sexual fantasy across the offence process. These categories are: origin, context, trigger, perceptual modality, clarity, motion, intensity and emotion. The strengths of the SFSPM are discussed and its clinical implications are reviewed. Finally, the limitations of the study are presented and future research directions discussed

The Egalitarian Use of the Trinity as a Model for Gender Relations

The current debate concerning gender relations in the church and in the home has neither subsided nor made much progress towards reconciliation. While egalitarian arguments are constructed from many theological and philosophical perspectives, a very consistently used argument encompasses the doctrine of the Trinity. But is this doctrine used in a valid manner to prove their point? This paper is an exploration of some of the methodologies used by egalitarians which utilizes the doctrine of the Trinity as a foundation for gender roles in the church and home. The paper is divided into five parts: an introduction into the issue, an overview of the doctrine of the Trinity which will serve as a reference point, the examination of egalitarian use of the doctrine of the Trinity, a critique regarding the development of the Trinity and a critique of the methodology incorporated which yields its particular applications along with a summary conclusion

Collectivity, performance and self-representation: analysing Cloudworks as a public space for networked learning and reflection

It has been argued that processes of participatory culture, afforded by social media and technologies blur the boundaries between creative production and consumption, and open up novel, public spaces for, and styles of, networked learning; social spaces that promote collaborative knowledge building, and shared assets. However, empirical evidence on the application of such technologies for supporting teaching and learning in higher education contexts is only slowly emerging. The chapter explores these concepts in the context of analysis of emergent patterns of behaviour and activity in Cloudworks, a specialised networking site, and a public space for aggregating and sharing resources and exchanging ideas about the scholarship and practice of education, with particular emphasis on the relationship between ICTs and teaching and learning. Combining notions of self-representation and collective intelligence with dimensions of expansive learning, activity patterns, performance and expression within the site are analysed. The chapter contextualises findings through a critical lens and offers insights that can shape the future research agenda for productive learning in networked environments

'You're looking at this different language and it freezes you out straight away' : Identifying challenges to parental involvement among immersion parents

There is now consensus among researchers and educators that parental involvement in education is related to children's academic and social success at school. However, less is known about the reasons why some parents choose to become involved and others do not. In recent years, there has been a move towards developing theoretical models which can be used to explore parents’ motivations for involvement. However, little research has focused on how such models might apply in alternative educational models, such as immersion education. Immersion parents have been given little opportunity to share their unique and valuable insights into what parental involvement means in a context where the language of the school and the language of the home differ. The present study utilised qualitative methods to explore the experiences of involvement of parents with children in Irish immersion schools. Here, findings are presented relating to parents’ perceptions of challenges to their becoming successfully involved. These findings were derived from two datasets: a series of semi-structured interviews with 10 immersion parents and from responses (n = 84) to open-ended questions on a large-scale parental involvement survey. Implications of the findings for future research, and suggestions for policy and practice in immersion schools, are considered.An Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG)DM, 9/12/201