Search results

This chapter suggests that welfare management is becoming a matter of being able to use the open space in between formal roles, silos and organisations to actualise a not yet possible, qualitatively better welfare here and now. The discourse about the open-ended and futuristic space in between is challenging practices of welfare education. A growing field of studies is criticising the centres of education, learning and research for being a McDonald’s culture, with an overly linear approach, unable to connect passion, sensitivity and intuition with knowledge. This chapter goes further than criticising existing practices. Building on notions of affective studies, the aim is to experiment on how to shift the focus from thinking about open spaces to intensifying thinking-spaces, able to generate the processual relations increasing the opportunity for a qualitative better welfare to occur here and now.

The object of the chapter is an experiment entitled The Future Public Leadership Education Now. It is based on non-representational studies and designed to operate on the affective registers.

The chapter offers a theoretical and pragmatic wandering as wondering. It continues and expands the experiment as an ongoing thinking-spaces moving between the known and the unknown. It aims at gently opening the opportunity for a qualitatively better welfare to occur.

Researchers become welfare artists intensifying affective co-motions as ongoing and form-shifting processes.

In this paper I seek to contribute to a growing understanding of the role of the self in qualitative forms of research and narrative. In calling upon the work of symbolic interactionists, postmodernists, and feminists, I explore how self-narrative might inform our scholarly work, both in terms of creating more advanced self-understandings and in promoting open and honest discussions about how our personal and professional lives intersect. After reviewing the philosophical rationale as well as various uses of self-narrative in social science and educational research, I examine my own deployment of self-reflexive writing as part of an effort to bridge the chasm between my personal life and my life in the academy.

WITH eloquence which we cannot imitate, or repeat, the national loss has been sufficiently expressed by others. It is true, Kipling and William Watson being dead, and Alfred Noyes silent, the poets have not risen to the height of a great occasion, but that is by the way. Our own tribute to the late King must be based on his work for libraries, since any other tribute is general to a whole Empire. Kings can have few hours in which to read and yet some of the stories, true or apocryphal, of King George V. touch upon his reading. He showed, however, a closer interest of late years in libraries than any other of our monarchs has done, and at the opening ceremonies of the National Central Library and the Manchester Public Library he uttered words which are the best slogans that libraries have received. Even if he did not write them—a matter which we have no right to affirm or deny—his utterance of them gave them the royal superscription. We repeat them, as they cannot be too often repeated:—

Women with learning disabilities are at high risk of losing their children, yet their experience of this process remains under‐investigated. This study looks at the experiences of eight mothers with learning disabilities who lose custody of their children. In‐depth, semi‐structured interviews were conducted to explore their experiences. Findings suggest that concern about the women's parenting tend to be raised by other people, rather than the women themselves. Many of the women appeared not to understand the process of their children's removal, and said that they felt bullied and victimised by it. All blamed their violent partner or the social workers for what had happened, while some blamed their ‘learning disabilities’. All commented that they had received inadequate support from both services and their families before and after their children were removed. All described intense feelings of loss. The psychological impact seemed to reinforce their feelings of powerlessness and brought the salience of their learning disabilities into focus. Service and clinical implications are addressed.

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

The effects of examination stress will always be a popular topic of conversation in academic circles, whether related to the controversial 11‐plus, the GCE or the MSc, so long as some form of examination remains part of the academic curriculum. Many teachers wonder why the present situation differs from that of their own student days. Others suggest that it is merely a facet of the bigger problem of student welfare in a changing academic environment. The increasing number of students in universities, training colleges and technological institutions living away from home has increased the importance of efficient student welfare services to deal with problems of accommodation, health and adolescence. American writers claim that their university and college welfare services, however minute or expansive, are always stretched to capacity. Any rumour that this is “Parkinson at large” and not the fulfilment of a real need is strongly contested.

It's always pleasing when someone demolishes a myth. The myth in question could be heard at the height of the troubles involving car and hospital workers. It goes something like this: “No wonder there are so many strikes in Britain when the State makes welfare payments to strikers and their families.”

The concept of welfare state gained popularity during the period when the free market mechanism already established its pre‐eminence. The free market mechanism of the west together with the personal freedom being nurtured in an environment of democratic political institutions led to the emergence of the welfare state. The reason why the welfare state gained popularity during the period when the industrialized world was enjoying economic prosperity was because of the growing need for protecting the rights of citizens from any unforseen events regardless of their existing socio‐economic conditions.

Wilhelm Launhardt (1832‐1918) is a founder of mathematical economics. His main work, Mathematical Foundations of Economics, published in 1885, was translated into English in 1993. As an engineer, he contributed to the field of not only engineering, but also of economics and, in particular, to those parts in economics which can be treated fruitfully with mathematics. Launhardt developed his work independently from the French engineers, but based it squarely on the work of the agricultural engineer von Thünen. He made references to the economists Sax, Walras and Jevons. His main economic contribution lies in founding location theory but, beyond that, he contributed to the mathematical treatment of economics, labor economics, monetary economics and technology economics with a special emphasis on railway issues from a locational point of view. Hence, it is the purpose of this paper to show how Launhardt used mathematics in his engineering‐based approach to the economics of location and technology.