The effectiveness of the arts cannot be measured by yardsticks that have been set for judging technical proficiency or short-term impact. The possible outcomes of embracing the arts in medical education include an enriched view of lifelong learning and professional development, the potential to critique prevailing approaches to medical practice, and the revisualisation of medicine as a succession of performances. These open up the broader social aspects of medical practice to scrutiny and offer new and distinctive ways of exploring professional knowledge and identity.
This article uses archival research and interviews to construct a social history of the relationship between police officers and the diverse communities they served in two contrasting regions of Scotland for the period c. 1900-1970: Glasgow and west central Scotland, and the Highlands and Islands. It argues these relationships were diverse and complex, shaped by local cultural, social and economic factors. Moreover, it identifies key constitutive elements that enabled or disrupted the forging of trust and legitimacy in urban and rural areas, including discretion, 'insider' status and embeddedness with settlements, enhancing and reinforcing conclusions of other studies of more recent 'community policing' models.
The confessions made by the Suffolk women charged with witchcraft in 1645 indicate that, in many cases, accused women were contextualising their own experiences within a wider demonological framework. Often they were judging themselves in their roles as wives and mothers-the witch, after all, was the behavioural opposite of the stereotypical role model of the 'good wife'. There are noticeable references to infanticide, suicide and possible abuse. It could well be that women who possessed no other language to describe certain traumatic experiences took on the conceptual framework of demonology as a way of explaining events. Witch-hunting was a method of behavioural control in which women as victims (in many senses of the word) were themselves participating because they had no other framework of reference.
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