Problem solving has been used within policing for almost 30 years but progress in developing problem solving has been slow and the outcomes mixed. In this article, Barrie Irving…
Abstract
Problem solving has been used within policing for almost 30 years but progress in developing problem solving has been slow and the outcomes mixed. In this article, Barrie Irving provides an overview of the debate on problem solving and argues that there has been too much emphasis on techniques and processes and not enough on the management of their implementation. He argues that the police operational culture and training seem to create a hostile environment for the development of problem solving. His recommendations for moving forward include trying to make the methodology fit the police culture it often operates in, rather than trying to make the culture fit the methodology. He also emphasises the need for more efficient human resource management.
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This paper seeks to locate the concept of lifelong learning within the context of initial teacher training (ITT), and explores the extent to which these are congruent or…
Abstract
This paper seeks to locate the concept of lifelong learning within the context of initial teacher training (ITT), and explores the extent to which these are congruent or contradictory ideals. It considers the mechanisms within ITT that serve to convey the key messages underpinning a lifelong learning philosophy. The value placed on the notion of lifelong learning within a “subject driven” learning environment is explored, along with the declared expectations of the future teaching role. Finally, the relationship between subject‐specific learning and broader learning aims will be discussed in relation to the teacher training curriculum. Moreover, the current ideology advocated by the Teacher Training Agency will be questioned in the light of the need for change. Clearly a lifelong learning culture will need to permeate all aspects of, and become an integral element within, ITT approaches and programmes if pupils are to receive a sound educational foundation that will enable them to cope with uncertain futures.
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The purpose of this paper is to demonstrate how critical discourse analysis can help to uncover the dominant discursive formations that underlie policy guidelines within…
Abstract
Purpose
The purpose of this paper is to demonstrate how critical discourse analysis can help to uncover the dominant discursive formations that underlie policy guidelines within education. Focusing on the policy guidelines for career education and guidance in New Zealand, it illustrates how these have been used by the state in an attempt to normalise ideological standpoints, shape “common‐sense” thinking and delimit the scope of practice.
Design/methodology/approach
Critical discourse analysis was employed as this approach helps to uncover the hidden meanings, political imperatives and uneven workings of power/dominance and oppression that are employed in/through textual representations.
Findings
Neoliberal discourse is infused throughout the policy guidelines for career education and guidance in New Zealand, and demands that career advisers/teachers should produce entrepreneurial and self‐responsibilised global economic subjects.
Research limitations/implications
Although this paper is situated within a New Zealand context, given the creeping influence of neoliberalism in many English‐speaking states, the issues identified have international relevance in relation to the kind of citizen career education is expected to produce.
Originality/value
Much of the literature within the career arena adopts an uncritical, and apolitical, stance, with the truth‐claims made by neoliberal states tending to be positioned as authoritative and inviolable. Drawing from critical theory, this paper contributes a social justice perspective that looks beneath the surface of the seemingly benign and well‐intentioned discourses that permeate the guidelines for career education and guidance in New Zealand.
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On 24th January this year the new and long‐promised legislation for public libraries in England and Wales made its bow in the shape of the Public Libraries and Museums Bill. Its…
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On 24th January this year the new and long‐promised legislation for public libraries in England and Wales made its bow in the shape of the Public Libraries and Museums Bill. Its first reading took place in the House of Commons on that day, and the unopposed second reading was on 5th February. As we write, future timing is uncertain, and it may be that by the time our readers are perusing these pages that the Bill will hare been passed in all its stages. The 23 clauses of the Bill occupy only 12½ pages. Briefly, the Bill will place the development of the public library service under the superintendence of the Minister of Education, and will set up two advisory councils as well as regional councils for interlibrary co‐operation. Non‐county boroughs and urban districts of less than 40,000 population which are existing library authorities will have to apply to the Minister for approval to continue as such. Clause 7 states that every library authority has a duty to provide a comprehensive and efficient library service, while the succeeding clause provides that, apart from certain exceptions, no charges shall be made by public library authorities. The Bill places considerable powers upon the Minister. Like most Bills, there is much in it which is open to interpretation. Does, for instance, clause 8, subsection (1) mean that those library authorities which are at present charging for the issue of gramophone records will have to cease doing so? This would seem to be the case, and we hope it is the case. On the other hand, which precise facilities are meant in subsection (4) of the same clause? Librarians will be disappointed that there is no reference to the need for library authorities to appoint separate library committees, nor is there a duty placed upon them to appoint suitably qualified persons as chief librarians. The Minister is given the power of inspection, and few library authorities or librarians will fear this. On the other hand no state financial assistance to library authorities is mentioned. In the 1930s and 19405 many wanted state aid but feared the consequential inspection. Now we have got the inspection without the money! When the Bill appeared, The Library World asked several librarians for their brief first impressions and in the following symposium will be found the views of a city librarian, a county librarian, two London librarians, a Welsh librarian, the librarian of a smaller town, and a member of the younger generation whose professional future may well be shaped by this new legislation.
Keith Newton, Norman Leckie and Barrie O. Pettman
The body of literature in the field now commonly known as the “quality of working life” (QWL) has grown steadily over a period in which the industrialised nations have…
Abstract
The body of literature in the field now commonly known as the “quality of working life” (QWL) has grown steadily over a period in which the industrialised nations have increasingly come to question the role and status of human beings in the modern technological environment. In recent years concern with the nature of work, its impact upon people, and their attitudes towards it, seem to have sharpened. Investigation of, and experimentation with, the qualitative aspects of working life—its ability to confer self‐fulfilment directly, for example, as opposed to being a means of acquiring goods—has gained momentum under the influence of a unique set of economic, social, political and technological factors. The outpouring of books, reports and articles from a wide variety of sources has, not surprisingly, grown apace.
THE year 1954 opened more brightly, in some respects, than most previous years. Salaries are better than they used to be, staffs are larger, and hours are shorter. But there is…
Abstract
THE year 1954 opened more brightly, in some respects, than most previous years. Salaries are better than they used to be, staffs are larger, and hours are shorter. But there is even less room for complacency or even bare satisfaction than there was forty years ago. Then, however poor was the pay and however long the hours, there was every indication that librarianship was gradually becoming recognized as a profession which in time would rank with the great professions. Principles and objectives were clear and were never lost sight of, but librarians and assistants of that day realized that the great professions were dependant, not only on principles but upon absolute mastery of technique; that no lawyer could survive who merely talked grandiloquently about the principles and objectives of his calling; that the medical man endured—and in many instances enjoyed—a severe and lengthy training in technique and practice, and that even when he became a specialist his prime need and principal qualification was absolute mastery and up to date knowledge of technique and practice in his field of specialisation. In the light of that fad a detailed study of library technique became accepted as essential, and a mass of practical and technical literature was studied and mastered by more than one generation. For examination purposes, perhaps more than for any other reason, the present generation of assistants continues that study, but there has been a change of weight. Today we hear frequently that technique is relatively unimportant and that principles and objectives are the vital essentials.
The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
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The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.
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OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the…
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OUR readers will, we trust, appreciate our double souvenir number issued in connection with the Library Association Conference at Glasgow. Special features are the articles on the Mitchell Library, Glasgow, 1874–1924, by a member of the staff, Mr. J. Dunlop, and one on the Burns Country, by Mr. J. M. Leighton, of Greenock Public Library. We printed the provisional programme in our July issue and as we go to press have little to add to the particulars there given, except to compliment the Library Association and the Local Reception Committee on the excellent programme arranged for the occasion, from both the professional and social point of view.