Education•London, United Kingdom•
About: Goldsmiths, University of London is a education organization based out in London, United Kingdom. It is known for research contribution in the topics: Politics & Population. The organization has 1972 authors who have published 5252 publications receiving 149452 citations. The organization is also known as: Goldsmiths College & Goldsmiths College, University of London.
Papers published on a yearly basis
TL;DR: This paper argues against an overvaluation of the 'problem of the State' in political debate and social theory and demonstrates that the analytical language structured by the philosophical opposition of state and civil society is unable to comprehend contemporary transformations in modes of exercise of political power.
Abstract: This paper sets out an approach to the analysis of political power in terms of problematics of government. It argues against an overvaluation of the 'problem of the State' in political debate and social theory. A number of conceptual tools are suggested for the analysis of the many and varied alliances between political and other authorities that seek to govern economic activity, social life and individual conduct. Modern political rationalities and governmental technologies are shown to be intrinsically linked to developments in knowledge and to the powers of expertise. The characteristics of liberal problematics of government are investigated, and it is argued that they are dependent upon technologies for 'governing at a distance', seeking to create locales, entities and persons able to operate a regulated autonomy. The analysis is exemplified through an investigation of welfarism as a mode of 'social' government. The paper concludes with a brief consideration of neo-liberalism which demonstrates that the analytical language structured by the philosophical opposition of state and civil society is unable to comprehend contemporary transformations in modes of exercise of political power.(1).
TL;DR: It is concluded that multiple Imputation for Nonresponse in Surveys should be considered as a legitimate method for answering the question of why people do not respond to survey questions.
Abstract: 25. Multiple Imputation for Nonresponse in Surveys. By D. B. Rubin. ISBN 0 471 08705 X. Wiley, Chichester, 1987. 258 pp. £30.25.
TL;DR: The development and psychometric evaluation of a second version of the Acceptance and Action Questionnaire (AAQ-II), which assesses the construct referred to as, variously, acceptance, experiential avoidance, and psychological inflexibility, indicates the satisfactory structure, reliability, and validity of this measure.
Abstract: The present research describes the development and psychometric evaluation of a second version of the Acceptance and Action Questionnaire (AAQ-II), which assesses the construct referred to as, variously, acceptance, experiential avoidance, and psychological inflexibility. Results from 2,816 participants across six samples indicate the satisfactory structure, reliability, and validity of this measure. For example, the mean alpha coefficient is .84 (.78-.88), and the 3- and 12-month test-retest reliability is .81 and .79, respectively. Results indicate that AAQ-II scores concurrently, longitudinally, and incrementally predict a range of outcomes, from mental health to work absence rates, that are consistent with its underlying theory. The AAQ-II also demonstrates appropriate discriminant validity. The AAQ-II appears to measure the same concept as the AAQ-I (r=.97) but with better psychometric consistency.
TL;DR: Two studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside, and being a cybervictim, but not a cyberbully, correlated with internet use.
Abstract: Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11–16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of findings from the first study, and investigate relationships of cyberbullying to general internet use. Both studies differentiated cyberbullying inside and outside of school, and 7 media of cyberbullying. Results: Both studies found cyberbullying less frequent than traditional bullying, but appreciable, and reported more outside of school than inside. Phone call and text message bullying were most prevalent, with instant messaging bullying in the second study; their impact was perceived as comparable to traditional bullying. Mobile phone/video clip bullying, while rarer, was perceived to have more negative impact. Age and gender differences varied between the two studies. Study 1 found that most cyberbullying was done by one or a few students, usually from the same year group. It often just lasted about a week, but sometimes much longer. The second study found that being a cybervictim, but not a cyberbully, correlated with internet use; many cybervictims were traditional ‘bully-victims’. Pupils recommended blocking/avoiding messages, and telling someone, as the best coping strategies; but many cybervictims had told nobody about it. Conclusions: Cyberbullying is an important new kind of bullying, with some different characteristics from traditional bullying. Much happens outside school. Implications for research and practical action are discussed. Keywords: Bullying, victim, cyber, mobile phone, internet, adolescence, aggression, computers.
TL;DR: A critical history of psychology can be found in this article, with a focus on the history of "the self" and "individualizing" technology of psychology as an individualizing technology.
Abstract: 1. Introduction 2. How should one do the history of 'the self'? 3. A critical history of psychology 4. Psychology as a 'social' science 5. Expertise and the 'techne' of psychology 6. Psychology as an 'individualizing' technology 7. Social psychology as a science of democracy 8. Governing enterprising individuals 9. Assembling ourselves 10. Notes 11. Bibliography.
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|Peter K. Smith||107||855||49174|
|Daniel J. Buysse||104||520||69519|
|Paul C. Fletcher||92||305||34839|
|Derek E. G. Briggs||77||333||17846|
|Thalia C. Eley||68||297||15108|
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