Drug addiction in two groups of British addicts: a critical empirical analysis of classical sociological theories of deviance

The main objective of this study is to test whether drug addicts - those addicted to heroin, morphine or methadone - rejected the goals of society and the means of achieving these goals, as suggested by Robert Herton. Other objectives include an examination of the process of addiction and the criminality of addicts. Perspectives are suggested by looking at drug taking in different societies at different times, and by examining the growth of addiction in Britain and America, while terms are defined in the light of the pharmacology of addiction. Mertonian theory is described and criticised with reference to other theories of deviance and of addiction. A critical review is made of the studies of addiction, and the contribution made by other studies to the knowledge of the attributes and characteristics of drug addicts. The hypotheses were operationalised using the semantic differential attitude scales, a paired comparisons attitude questionnaire, and an interview schedule. Sample selection and field work is described, followed by a presentation of a model of the interaction process from which can be derived sources of role conflict and role strain, and conflict resolution. The Mertonian hypothesis is not confirmed, but a pattern of criminality is found which closely resembles a pattern of drug taking which was established earlier in the study. The relationship between preceeding and addictive drugs is also discussed. Finally, data is interpreted in the light of the interaction model, and the sources of role strain and techniques for reduction of this strain are amended to encompass a theoretical framework which appears to account for the anomalies in the data that are not accounted for in other theories. A discussion on the relationship between addiction and society ends the study

Individualization in the widening participation debate

This is a the final draft of the article post refereeing. The published version can be found by followig the DOI link.We provide an analysis of some recent widening participation literature concerning the barriers preventing non-traditional students accessing higher education. This literature criticizes higher education institutions and staff, opening up the academics' attitudes and skills to inquiry. We follow the genesis of four themes in the literature and these are visited in turn to provide substantive arguments. Students' accounts of their experiences are taken as if they were a systematic analysis of higher education institutions and result in an individualistic analysis of the problems related to access and progression. Beck described such assumptions and devices as individualization. We question the use of such pervasive individualism in the widening participation debate

Mental health and higher education: mapping field, consciousness and legitimation

Some UK academics have declared that they do not want higher education to become part of the social welfare system. In this article we review aspects of policy and practice that suggest that this has already happened. Explicit encouragement of people with mental health problems to undertake courses has proceeded alongside a number of initiatives to make higher education institutions better able to support students in difficulty, and new responsibilities are being unfolded for the staff. There is growing evidence that students' mental health problems are increasing. To make sense of the transformations in the topography of policy and in the consciousness it encourages, we make use of theoretical frameworks such as Bourdieu's notion of field and the generative work of Foucault and Rose, to examine the implications this has for the conceptualization of politics under New Labour and the implications this has for a newly recapitalized notion of responsible individuals

Conserving socio-ecological landscapes: An analysis of traditional and responsive management practices for floodplain meadows in England

Contemporary practice in the conservation of socio-ecological landscapes draws on both a model of responsive management, and also on ideas about historic management. This study considered what evidence might exist for the exercise of these approaches to management in the conservation of floodplain meadows in England, in order to inform understanding and knowledge of conservation management and assessment practice. Evidence for a model of responsive management was limited, with managing stakeholders often alternating between this model and an alternative approach, called here the ‘traditional management approach’, based on ideas, narratives and prescriptions of long-established land management practices. Limited monitoring and assessment appeared to undermine the former model, whilst uncertainty over past long-standing management practices undermined the latter. As a result of the relative power of conservation actors over farmers delivering site management, and their framings of meadows as ‘natural’ spaces, management tended to oscillate between aspects of these two approaches in a sometimes inconsistent manner. Conservation managers should consider the past motivating drivers and management practices that created the landscapes they wish to conserve, and bear in mind that these are necessarily implicated in aspects of the contemporary landscape value that they wish to maintain. They should ensure that assessment activity captures a broad range of indicators of site value and condition, not only biological composition, and also record data on site management operations in order to ensure management effectiveness

Transformation in a changing climate: a research agenda

The concept of transformation in relation to climate and other global change is increasingly receiving attention. The concept provides important opportunities to help examine how rapid and fundamental change to address contemporary global challenges can be facilitated. This paper contributes to discussions about transformation by providing a social science, arts and humanities perspective to open up discussion and set out a research agenda about what it means to transform and the dimensions, limitations and possibilities for transformation. Key focal areas include: (1) change theories, (2) knowing whether transformation has occurred or is occurring; (3) knowledge production and use; (4), governance; (5) how dimensions of social justice inform transformation; (6) the limits of human nature; (7) the role of the utopian impulse; (8) working with the present to create new futures; and (9) human consciousness. In addition to presenting a set of research questions around these themes the paper highlights that much deeper engagement with complex social processes is required; that there are vast opportunities for social science, humanities and the arts to engage more directly with the climate challenge; that there is a need for a massive upscaling of efforts to understand and shape desired forms of change; and that, in addition to helping answer important questions about how to facilitate change, a key role of the social sciences, humanities and the arts in addressing climate change is to critique current societal patterns and to open up new thinking. Through such critique and by being more explicit about what is meant by transformation, greater opportunities will be provided for opening up a dialogue about change, possible futures and about what it means to re-shape the way in which people live

Participatory scenario development for environmental management:A methodological framework illustrated with experience from the UK uplands

A methodological framework is proposed for participatory scenario development on the basis of evidence from the literature, and is tested and refined through the development of scenarios for the future of UK uplands. The paper uses a review of previous work to justify a framework based around the following steps: i) define context and establish whether there is a basis for stakeholder engagement in scenario development; ii) systematically identify and represent relevant stakeholders in the process; iii) define clear objectives for scenario development with stakeholders including spatial and temporal boundaries; iv) select relevant participatory methods for scenario development, during initial scenario construction, evaluation and to support decision-making based on scenarios; and v) integrate local and scientific knowledge throughout the process. The application of this framework in case study research suggests that participatory scenario development has the potential to: i) make scenarios more relevant to stakeholder needs and priorities; ii) extend the range of scenarios developed; iii) develop more detailed and precise scenarios through the integration of local and scientific knowledge; and iv) move beyond scenario development to facilitate adaptation to future change. It is argued that participatory scenario development can empower stakeholders and lead to more consistent and robust scenarios that can help people prepare more effectively for future change