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A study of three Cambridgeshire villages.
The phrase ‘LGBT community’ is often used by policy-makers, service providers, and lesbian, gay, bisexual and trans (LGBT) people themselves, but what does it mean? What understandings and experiences does that term suggest, and ignore? Based on a UK-wide study funded by the Arts and Humanities Research Council, this book explores these questions from the perspectives of over 600 research participants. Examining ideas about community ‘ownership’; ‘difference’ and diversity; relational practices within and beyond physical spaces; imagined communities and belongings; the importance of ‘ritual’ spaces and symbols, and consequences for wellbeing, the book foregrounds the lived experience of LGBT people to offer a broad analysis of commonalities and divergences in relation to LGBT identities. Drawing on an interdisciplinary perspective grounded in international social science research, the book will appeal to students and scholars with interests in sexual and/or gender identities in the fields of community studies, cultural studies, gender studies, geography, leisure studies, politics, psychology, sexuality studies, social policy, social work, socio-legal studies, and sociology. The book also offers implications for practice, suitable for policy-maker, practitioner, and activist audiences, as well as those with a more personal interest.
This volume is designed to be an in-depth and nuanced philosophical treatment of the virtue of obedience in the context of the professional military and the broader civilian political community, including the general citizenry. The nature and components of obedience are critical factors leading to further discussions of the moral obligations related to obedience, as well as the related practical issues and implications. Pauline Shanks Kaurin seeks to address the following questions: What is obedience? Is it a virtue, and if it is, why? What are the moral grounds of obedience? Why ought military members and citizens be obedient? Are there times that one ought not be obedient? Why? How should we think about obedience in contemporary political communities? In answering these questions, the book draws on arguments and materials from a variety of disciplines including classical studies, philosophy, history, international relations, literature and military studies, with a particular focus on cases and examples to illustrate the conceptual points. While a major focus of the book is the question of obedience in the contemporary military context, many similar (although not exactly the same) issues and considerations apply to other political communities and in, particular, citizens in a nation-state.
The outbreaks and collective violence arising from the tensions existing within society have long been themes in the study of British social history. This book, first published in 1983, attempts to survey the whole range of these rural riots, to compare and contrast them, and to draw general conclusions. Seventy-five maps are included in this volume, each with an accompanying commentary written by an authority on the particular subject. Taken together, the maps show how the distribution of protest changed over time, how particular forms of protest – riots connected with land, with food and with labour – altered as Britain developed from a predominantly feudal to a prominently capitalist society. This title will be of interest to students of history.
Treatments for Anger in Specific Populations provides information and instruction on empirically supported interventions for anger in various clinical contexts, including substance abuse, PTSD, the intellectually disabled, borderline personality disorder, children and adolescents, and others.
First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of ‘transition to adulthood’ in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.