My three promises to the people of the Rhondda Ward should I be elected are:
- My policy is to get your policies across to the powers that be.
- My priorities are to make your priorities the top of the council agenda.
- My opinion is that all your opinions should be heard, however held and however spoken.
Recently there has been a growing wave of local initiatives in support of their public schools. Teachers and communities together have been playing an active role in the innovative efforts towards new educational methods aimed at helping schools. These grass root experiments, though very effective, tend to go unnoticed in the wide scheme of the educational system. However, if the most useful and meaningful of these initiatives could be fostered and developed, they may have the possibility of transforming it.
Didactic Strategies and Technologies for Education: Incorporating Advancements aims to be a platform for the most significant educational achievements by teachers, school administrators, and local associations that have worked together in public institutions that range from primary school to the university level. This book aims to be useful for both scholars and the citizens that are involved in improving the educational system.
Pumilia-Gnarini, P.M., Favaronm, E., Pacetti, E., Bishop, J., Gurra, L. (2012). Didactic Strategies and Technologies for Education: Incorporating Advancements. IGI Global.
My values, which I have derived through an empirical factor-analysis, are what I use to guide my choice of beliefs at any point in time. These are-
- Equality in Opportunity
- Equality in Understanding
- Equality in Relevance
- Freedom of Aspiration
- Freedom of Choice
- Freedom of Expression
In interacting with the world, one’s values will guide the way one responds to the beliefs expressed by others and considered by oneself. If one tries to assert both one’s values and associated beliefs onto others I call this morality, which has no place in a democracy. If however one tries to convince others of one’s beliefs while respecting their own values then this is what democracies are all about.
Take a look at some of the competing belief systems I wrestle with in trying to find the perfect ‘truth’. I hold sets of beliefs independently of one another, and they themselves are separate from ‘me’ which is more than the sum of these beliefs.
The Societal belief set
My societal belief set are those beliefs I have developed from reading literature or examining and taking part in the production of other media texts or discourse from which I have constructed a social reality. Societal in this context refers to the understanding necessary to construct an idea of the society one is in, which while different from others will allow for easier integration if possible to understand the ‘societies’ constructed by others. The following are types of Societal belief:
- Theological beliefs. There are those things I think religious texts say, those things I think people of certain faiths believe, and there are those which I think support my values and should form part of my religious identity.
- Ethnological beliefs. There are those that I think established media texts say, those that I think people of different protected characteristics generally hold, and there are those that I think reflect the way I see myself through my values and should therefore become part of my individual cultural identity.
The Experiential belief set
My experiential belief set are those beliefs I have developed through interacting with the world and the people in it, reflection on these, and verification of them with other sources such as research papers and philosophical books and texts. My experiential beliefs include:
- Philosophical beliefs. There are those that I think established scientific texts and my own empirical and theoretical evidence says, those I think people of different scientific philosophies believe, and there are those which I think can help realise my values when used in a particular way.
- Pluralistic beliefs. There are those that I think established political texts say, those I think people of different political positions believe, and there are those which I think support my values and form part of my constructed identity.
- Psychological beliefs. There are those that I think my mind and body want be to believe, those that I think those in society would prefer me to believe, and there are those that I believe that support my values, which I need to train my mind and body to believe.
- Evangelical beliefs. There are those things I belief are good for the wider environment, such as my local community, my friends and the nations we are part of. I will try to convince others of the merits of these beliefs even if they do not want to adopt them for their purposes – They should still accept my right to my ideals as I do theirs.
Tough on data misuse, tough on the causes of data misuse: A review of New Labour’s approach to information security and regulating the misuse of digital information (1997–2010)November 1st, 2011 by Jonathan Bishop
Bishop, J. (2010). Tough on data misuse, tough on the causes of data misuse: A review of New Labour’s approach to information security and regulating themisuse of digital information (1997–2010). International Review of Law, Computers and Technology 24 (3), pp. 299–308
New Labour was a description of a particular approach to government of the British Labour Party, which was in power in the United Kingdom between 1997 and 2010.While this government initially envisaged an end to the social causes of misdemeanours, its actions led to a greater number of laws on the statute bookscreating thousands of statutory offences. A small number of these had direct effectson the number of computer related offences that were able to be prosecuted. This paper reviews these laws, and the role of legal systems in responding to theincreasing number of misdemeanours that are occurring in computer environments for which New Labour’s approach of creating more statutory offences has not addressed.
You can download this paper by using this link.
The role of the prefrontal cortex in social orientation construction: A pilot study
The restoring and maximising of well-being in individuals disadvantaged or traumatised by physical, neurological, psychological or social causes therefore becomes a significant issue for all professionals whether in life, social or information sciences. This poster presents a review of the literature to establish a prima facie case for investigating the role of the prefrontal cortex in predetermining outcomes of the with medicalised social orientation impairments such as autism, Bipolar, Schizophrenia, ADHD, as well as problems relating to occupation health and substance misuse. The characteristics of the pre-frontal cortex are identified from a number of journals and then these terms cross references with those impairments. Anseries of equations are presented on how one might look at representing differences in the pre-frontal cortex by using a post-cognitivist psychology paradigm to represent the psycho-analytical concepts of ‘phantasies’ in a manner that allows for use in questionnaire, statistical analysis, and information system adaptation.
Summary of Conclusions
- It is emotional dysfunction in the brain that causes most people to be autistic and not them having ‘autism’
- Someone becomes autistic through a sub-optimal prefrontal cortex which affects working memory, among other factors.
- A prefrontal cortex can become sub-optimal through lack of brain function to handle social and emotional stressors, such as might be caused by brain injuries such as hippocampal sclerosis
- It can also become sub-optimal through traumatic abuse, including allergic reactions to vaccines, sex abuse, traumatic birth.
- Finally, a sub-optimal pre-frontal cortex can come about through genetic mutations in it.
- The degree of impairment in the prefrontal cortex can be measured through simple alpha and beta brain imaging tools
Bishop, J. (2011). The role of the prefrontal cortex in social orientation construction: A pilot study. Poster presented to the British Psychological Society’s Sustainable Well-Being Conference. Glyndwr University, Wrexham, 10 September 2011. Available online at: http://www.jonathanbishop.com/Library/Documents/EN/docBPSSWPoster.pdf
I was disgusted with the way the interviewer on Newsnight was interviewing Ghanda Karmi in such as confrontational manner. The interviewer should have shown respect and been grateful that Ghanda Karmi was willing to go on the programme, as they should any serious academic. I was absolutely disgusted with the way the interviewer acted towards Ghanda Karmi.
Ghanda Karmi was trying to explain that Naz Shah did not say Israel should be moved to the US or that it should cease to exist she was trying to explain that because US foreign policy has been so supportive of Israel many hold the emotional view “If the US loves Israel so much why don’t they move Israel to the US.”
Ghanda Karmi was not given the chance to explain that the charge of “anti-Semitic” is used to silence Israel’s critics, as the former Israeli Minister Shulamit Aloni said, as she was cut off by the interviewer who seemed more interested in defaming her.
THE BBC IS A PUBLIC SERVICE BROADCASTER NOT A TV VERSION OF A TABLOID NEWSPAPER!!!!!
The BBC should not have academics on its programmes to try to misrepresent what they are saying to try to fit the programme’s agenda when the whole point of them is to try to make the debate more reasoned and less emotive. Ghanda Karmi was not saying that the State of Israel should not exist, she was trying to explain that the way Israel is treating the Palestinians makes people emotive in a way that could be interpreted as anti-Semitism.
The interviewer should have been bowing down to Ghanda Karmi for being willing to go on the programme in the current climate and not try to misrepresent her as an extremist.
This election has seen something of an assault on free speech. First Arfon Jones was criticised for mocking the way the UK Government is taking national security, and then Carwyn Jones criticised Ken Livingstone when he tried to explain that the Nazi regime had the same intentions as those who wanted to establish a Jewish-only state within the Holy Land which all Jews would be entitled to be part of. Indeed, in the 1930s many MPs worried about the welfare of Jews in Europe saw this as an option to secure their safety.
John Mann’s criticisms of Ken Livingstone shows what an idiot he is. Ken Livingstone did not say he supported the Nazis, he was trying to explain in an educated fashion how animosity towards Jews in the 1930s and 1940s resulted in beyond words genocide of Jews we now call The Holocaust.
Those like Carwyn Jones and John Mann who do not study history are doomed to repeat it. We are in the middle of World War III. ISIS have replaced the Nazis, the West are as against Muslim refugees now as they were Jewish refugees in World War II, and there are pockets of other wars involving Russia and the US as much now as in the Second World War.
Anti-Semitism became an issue during the election, so it is best I state my views on it. Instead of criticising Ken Livingstone’s use of the term “Zionism”, Carwyn Jones should be calling for all parliaments and assemblies in the UK to support a new UN resolution that opposes all forms of racism, including anti-Semitism. Racism is not an issue isolated to any one political party or country. It is a worldwide problem and so it is the UN that is the proper forum for worldwide action.
I was asked the following question:
Speaking purely as a private individual deciding how to vote, could I ask where you stand/would vote/would have voted on the following issues ?
- the privatisation/outsourcing of public services
- parents smacking children (ban or not)
- organ donation opt-out in Wales (previously being opt-in)
- provision and nature of sex/relationship education in primary schools
My answers are as follows:
the privatisation/outsourcing of public services
Privatization of healthcare makes no sense. There is not enough money to pay for every health condition that needs treating, therefore there is not enough to make a profit from. A private hospital is no better than a public one if people are forced to use it based on where they live. Non-medical services, like building and maintenance can be done more efficiently by private firms. It is my view that the health service in Wales needs to be split in two. All the managers and admin staff should be part of the Welsh Government’s health department, meaning only the frontline staff like doctors and nurses operate under the NHS banner. It is the frontline staff that should have the pride of working for the NHS, the managers would not be needed in an ideal world.
parents smacking children (ban or not)
I work in neuro-science. Smacking causes what I call “phantasies” that are created as a result of “bleasures.” This can impair the emotion functioning of a person meaning they are more likely to go on to commit crime, develop depression, and other social ills. If a parent feels the need to smack then maybe they need to evaluate whether their communication skills need honing a bit.
organ donation opt-out in Wales (previously being opt-in)
I see the organ donation laws in Wales as body part snatching. Most people in Wales do not even know who the First Minister of Wales is. Therefore they are unlikely to know of the so-called “soft” opt-in laws. The right to choose is right, but where no choice is recorded it should not be assumed the person has consented.
provision and nature of sex/relationship education in primary schools
I think sex education needs to be age specific. It should recognise that children at primary school are likely to rebel against any morals they are taught when they reach secondary school. Therefore sex education at primary level needs to focus on things that have the “urgh” factor, like STDs. Education makes people evangelical – they want to try out what they have learned. If people are taught about sex and relationships at an impressionable age they might want to make use of that knowledge resulting in actions that could lead to them founding a family. Therefore sex education needs to be approached from a socio-economic angle in terms of the consequences of founding a family, such as the way having children creates an opportunity cost in that people have less time with friends and less time to do other things they might want to do. It also means that the little money they have will likely have to be directed at raising their child. If one has sex one has a high chance of conceiving a child, even with contraception, carrying all the costs associated with it – that should be the basic message.
The Welsh Assembly is now in charge of most of the laws affecting universities and schools in Wales. With disability access to universities an incomplete process it is important to vote for the person or party that a person thinks will most act to require educational institutions to make increased access for students with disabilities a priority.
It is impossible for university students to get justice when they face the wrath of professionally engaged solicitors firms with money that has come from their fees and the taxpayer. It is my view that the Welsh Assembly need to introduce an education court to hear student complaints, where students have access to legal representation so they can have a fair hearing.
Universities can work with communities and should not be taxpayer funded islands that provide jollies for their staff while other members of the public go without in respect of other public services. Their research capacity can be used to make public services better run through reports on how best to use public funds.
University libraries play an important role in supporting students and this is the reason why all members of the public should have access to them and not just students and lecturers.