Contradictory regimes of practice: Constructs and discourses in an open prison

Using concepts from Kelly and Foucault, analysis of interviews in the mid-1990s with staff in an English open prison explores how contrasting discourses are reconciled. Two superficially antagonistic discursive formations within prison practice are described: a discourse of discipline/control and an ethic of reform and reclaiming “spoiled” criminals for good and productive life. While rhetorically at odds, they are reconciled in the working practices of prison staff, with discipline as a necessary precondition for reform. The open prisons stand for the rehabilitative ethic and the staff are proud of their work, but by the 1990s prison policy had begun to dissociate itself from promises of reform, in response to research conclusions that residential care was ineffective. This case study shows how discourses survive when they are disowned by their “owners.” The research has wider implications for an understanding of hierarchical relationships between discourses and construct-sets that prescribe different practices.

A continuum of hate: delimiting the field of hate studies

A relatively nascent discipline, the field of hate studies has been explored and theorised from a multiplicity of disciplinary contexts. However, the field is ill-defined, and the relationship between hate crime and other related concepts unexplored. Here, we consider the range of phenomena which might fall within or without the field of hate studies, initiating a discussion of the boundaries of the field. We signal both the continuities and discontinuities among and between an array of strategies intended to sort and maintain hierarchical relationships, with the purpose of provoking scholars in the field of hate studies to reflect on its scope.

The instrumental concerto: classification ISSUES

Statement of the problem. The question of classification of instrumental concertos is considered in the paper. It is emphasized that the problem still remains one of the most controversial in musicology. It was noted that there were many attempts to classify the concertos but they are incomplete due to some factors. The main obstacle is a particular flexibility of the concerto resulting in many forms, structures, and forms of performance. In case when a researcher focuses on the analysis of certain characteristics of concertos (cadence, musical form, interpretation of the soloist’s part, concertos of one composer, etc.), the question of classification is out of date. Instead, while covering the evolution of a concerto in general, the need to systematize the latest emerges. Thus, the significance of the concerto’s changes in different historical and socio-cultural conditions and the unequal interpretation of the concept of “genre classification” can be the obstacles, which make the classification process difficult. Among methods used, the following can be outlined: comparative, systematic, structural-functional, and historical approaches have been used to reveal the interaction between the soloists and the orchestra in different historical contexts and to follow up changes in different elements’ interactions. The purpose of the research paper is to offer a cross functional concerto’s classification as well as to reveal the role of the orchestra as a unifying criteria in it. The results obtained prove that the proposed classification of concertos is based on their categorization as the formation of hierarchical relationships between the most of structural elements. All criteria for classifying have been divided into two groups: conceptual (genre features, presence of singer parties, type of interaction, stylistic epoch, “purity of the genre”) and constructive (number of soloists and orchestras, choice of solo instrument, instrumental composition of the orchestra, typical or atypical music forms). All these elements are arranged in a hierarchy, the consequence of subordination levels is explained, multilevel connections between separate components are established. The conclusion was drawn that there is an adequate order of all criteria that allows us to offer a cross functional concerto’s classification. The orchestra plays a key role in it. Six periods of particularly intense correlation between the evolution of the instrumental concerto and the transformations of the orchestra have been disclosed

Method for monitoring and diagnosing local incidents with the potential for protest mobilization.

The article presents a methodology for monitoring and diagnosing local incidents with the potential for protest activity, which consists of four main steps and five related modules. The method differs from its analogues in that it takes into account the textual features of the network strategies of communication participants, hierarchical relationships between information objects, and attributes of audience activity in social networks. At the same time, the technique provides diagnostics of a local incident and detection of the beginning of its artificial mediatization. The article also demonstrates the results of experimental studies.

“A Coherent Body of Thought and Action”

Chapter 1 defines grand strategy and international order. It then explores how rising powers displace hegemonic order through strategies of blunting, building, and expansion. First, the chapter argues that grand strategy is a theory of how a state can achieve security integrated across military, political, and economic means; and that finding it requires evidence of grand strategic concepts, capabilities, and conduct. Second, the chapter argues that international order emerges from a web of hierarchical relationships sustained by “forms of control” including coercion, inducement, and legitimacy—and that US-China competition is primarily over regional and global order. Finally, the chapter argues that rising powers can blunt a rival order by weakening its “forms of control” and build order by strengthening their own. Rising power perceptions of the hegemon’s power and threat shape the selection of rising power grand strategies.

Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’

Within the literature on decolonizing the curriculum, a clear distinction is frequently made between diversity and decolonization. While decolonization entails dismantling colonial forms of knowledge, including practices that racialize and categorize, diversity is a policy discourse that advocates for adding different sorts of people to reading lists and the staff and student body. As a team of staff and students, we are committed to decolonization, but we are also aware that within our discipline of political science, calls for diversity are more likely to be understood and accepted. We therefore bid for, and obtained, funding to conduct a quantitative review of our department’s reading lists in order to assess the range not only of authors, but also of topics and ideas. We found that male White authors wrote the majority of the readings, with women of colour authoring just 2.5 per cent of works on our curriculum. Our reading lists also featured disappointingly little theoretical diversity, with very little coverage of feminist, critical race or queer theory approaches, for example. We therefore used the standard methodologies and approaches of our discipline in order to point towards the silences and gaps that a decolonizing approach would seek to remedy. In this article, we explain our approach and findings. The project has been educational in the best sense and has disrupted hierarchical relationships between staff and students. It has helped us think more deeply about how data and research inform, and sometimes limit, change, as well as how the process of learning about how knowledge, including reading lists, is generated can support decolonization in itself.

ORGANIZATION OF NON-FORMAL ACTIVITIES AND LEISURE OUTSIDE SCHOOL: ANALYSIS OF STUDENTS’ ATTITUDE

Study present the research aimed to reveal the situation of non-formal students’ activity. The process of non-formal education tends characterized by creating more flexible learning spaces, developing more caring and less hierarchical relationships, and aiming to meet participants’ needs. According to the research, the results discussed in two aspects: a) non – formal education implemented out of comprehensive school and b) non – formal education implemented in the comprehensive school. Having compared the attendance of non – formal education activity at school and out of comprehensive school according to gender, the results have shown that girls’ and boys’ choice of activity types is similar; girls are more involved into non – formal activities organized out of comprehensive school. Reasons participating in the activities of non – formal education are primary associated with general psychological status, life goals, motives and interests of students.