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Collins, P. 98 structure of 150–1, 152; overt Collinson, D. 58 research on 153–4; and potentials of Community Care 62 confrontation 153–8, 163; reasons Community Relations Councils 171 for studying 158–60; researcher as Cotterill, P. 95, 101, 108; and threat to 154–5; risk of research on Letherby, G. 94, 95, 107 162–3; risk to researcher 153–8; role of researcher in 161–2; Dalley, G. 117 secondary roles for researcher in danger: awareness of 2, 23–4; beyond 155–6; structural/cultural view of researcher/researched 160–2; 151–2; studying 147–8; and trust coping strategies 144; defined 74; in 155–6; validity of research on the field 182; as immediate physical 159–60; and wider community threat 8–9; insights from 189; 160–2; see also groups invisible 80–1; move from empathy Day, G. 107 to sympathy 154–5, 157, 159, 160; Dees, M. and Fiffer, S. 151 multiple aspects 54–5, 133; new delivery suite: attitude to patients agenda 115–18; and political 86–7; description of 81; emotional correctness 169; as positively danger in 82–7; and internal disruptive influence 56; of examination 82–3; and (lack of) representation 168, 179; and knowledge 84–5; and monitoring of research 27–9, 40, 189–92; and births 83–4; and new technology researcher risk 1–7, 9–10, 61; of 81, 85; powerlessness and anger in unreliable knowledge 169; see also 83 risk/danger Denby, S. and Baker, C. 58 dangerous groups 169; acceptance of Denizen, N. 149 researcher in 157; attitude to Dobie, K. 151 presentation of reports on 157–8; door work 43–4, 198–9; assaults, take-basic preparations for studying overs, swimming lessons 48–9; and 163–4; conceptual approach toward the bouncer self 53; and collective 150–2; and confidentiality of trust 51–2; at dance-oriented club material 155–6; covert research on 49–52; and danger 47–53, 54; 153; and data collection 149–50; ethnographic episodes 7–52; at gay defined 148; development of 152; club 48–9; and gender 45, 58; and ethical problems with 156; gaining knowing the score 49–50; links to access to 155; and involvement of criminality 44, 45–6; and losing wider community 160–2; and law ‘bottle’ 48; methodological enforcement 156–7; leadership of concerns 46–7; mythology/reality 156–7; long-term involvement with concerning 44; and personal 156; mechanics of participant information 52; post-fieldwork observation 154; membership/social experience 54–6;
DOI link for Collins, P. 98 structure of 150–1, 152; overt Collinson, D. 58 research on 153–4; and potentials of Community Care 62 confrontation 153–8, 163; reasons Community Relations Councils 171 for studying 158–60; researcher as Cotterill, P. 95, 101, 108; and threat to 154–5; risk of research on Letherby, G. 94, 95, 107 162–3; risk to researcher 153–8; role of researcher in 161–2; Dalley, G. 117 secondary roles for researcher in danger: awareness of 2, 23–4; beyond 155–6; structural/cultural view of researcher/researched 160–2; 151–2; studying 147–8; and trust coping strategies 144; defined 74; in 155–6; validity of research on the field 182; as immediate physical 159–60; and wider community threat 8–9; insights from 189; 160–2; see also groups invisible 80–1; move from empathy Day, G. 107 to sympathy 154–5, 157, 159, 160; Dees, M. and Fiffer, S. 151 multiple aspects 54–5, 133; new delivery suite: attitude to patients agenda 115–18; and political 86–7; description of 81; emotional correctness 169; as positively danger in 82–7; and internal disruptive influence 56; of examination 82–3; and (lack of) representation 168, 179; and knowledge 84–5; and monitoring of research 27–9, 40, 189–92; and births 83–4; and new technology researcher risk 1–7, 9–10, 61; of 81, 85; powerlessness and anger in unreliable knowledge 169; see also 83 risk/danger Denby, S. and Baker, C. 58 dangerous groups 169; acceptance of Denizen, N. 149 researcher in 157; attitude to Dobie, K. 151 presentation of reports on 157–8; door work 43–4, 198–9; assaults, take-basic preparations for studying overs, swimming lessons 48–9; and 163–4; conceptual approach toward the bouncer self 53; and collective 150–2; and confidentiality of trust 51–2; at dance-oriented club material 155–6; covert research on 49–52; and danger 47–53, 54; 153; and data collection 149–50; ethnographic episodes 7–52; at gay defined 148; development of 152; club 48–9; and gender 45, 58; and ethical problems with 156; gaining knowing the score 49–50; links to access to 155; and involvement of criminality 44, 45–6; and losing wider community 160–2; and law ‘bottle’ 48; methodological enforcement 156–7; leadership of concerns 46–7; mythology/reality 156–7; long-term involvement with concerning 44; and personal 156; mechanics of participant information 52; post-fieldwork observation 154; membership/social experience 54–6;
Collins, P. 98 structure of 150–1, 152; overt Collinson, D. 58 research on 153–4; and potentials of Community Care 62 confrontation 153–8, 163; reasons Community Relations Councils 171 for studying 158–60; researcher as Cotterill, P. 95, 101, 108; and threat to 154–5; risk of research on Letherby, G. 94, 95, 107 162–3; risk to researcher 153–8; role of researcher in 161–2; Dalley, G. 117 secondary roles for researcher in danger: awareness of 2, 23–4; beyond 155–6; structural/cultural view of researcher/researched 160–2; 151–2; studying 147–8; and trust coping strategies 144; defined 74; in 155–6; validity of research on the field 182; as immediate physical 159–60; and wider community threat 8–9; insights from 189; 160–2; see also groups invisible 80–1; move from empathy Day, G. 107 to sympathy 154–5, 157, 159, 160; Dees, M. and Fiffer, S. 151 multiple aspects 54–5, 133; new delivery suite: attitude to patients agenda 115–18; and political 86–7; description of 81; emotional correctness 169; as positively danger in 82–7; and internal disruptive influence 56; of examination 82–3; and (lack of) representation 168, 179; and knowledge 84–5; and monitoring of research 27–9, 40, 189–92; and births 83–4; and new technology researcher risk 1–7, 9–10, 61; of 81, 85; powerlessness and anger in unreliable knowledge 169; see also 83 risk/danger Denby, S. and Baker, C. 58 dangerous groups 169; acceptance of Denizen, N. 149 researcher in 157; attitude to Dobie, K. 151 presentation of reports on 157–8; door work 43–4, 198–9; assaults, take-basic preparations for studying overs, swimming lessons 48–9; and 163–4; conceptual approach toward the bouncer self 53; and collective 150–2; and confidentiality of trust 51–2; at dance-oriented club material 155–6; covert research on 49–52; and danger 47–53, 54; 153; and data collection 149–50; ethnographic episodes 7–52; at gay defined 148; development of 152; club 48–9; and gender 45, 58; and ethical problems with 156; gaining knowing the score 49–50; links to access to 155; and involvement of criminality 44, 45–6; and losing wider community 160–2; and law ‘bottle’ 48; methodological enforcement 156–7; leadership of concerns 46–7; mythology/reality 156–7; long-term involvement with concerning 44; and personal 156; mechanics of participant information 52; post-fieldwork observation 154; membership/social experience 54–6;
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