Search results

Drawing on the literature from the field and the recent experience of an evaluation into a child abuse investigation in Scotland, the purpose of this paper is to argue that evidence from the literature suggests that a more holistic approach drawing on the ideas of communities of practice could improve the way in which child abuse investigations are conducted.

This paper has been informed by a recent evaluation of a new national unit that was set up to investigate suspected child abuse in Scotland. This unit was established as part of the transition from eight regional police services in Scotland to a single national police service, Police Scotland. An important part of this evaluation was to consider the messages from previous research into the development of national police units and the role of the police in child protection investigations more generally.

What was uncovered were the challenges that police officers face in the current context of child abuse investigation particularly around construction of child abuse investigations, collaborative working, staff well-being and training.

The practical implications of this paper are as follows: police investigations into child abuse experience a range of issues, multi-agency and holistic approaches are more effective, agencies should be encouraged to establish communities of practice and staff need adequate levels of support and training.

This paper contributes towards a growing body of work examining the way in which child abuse investigations are conducted by police and the importance of inter-agency collaboration to support this. It contributes to academic debates and knowledge of the overall investigation process where, to date, there has been a paucity of literature and research that has tended to focus on evidence and experiences and to a boarder literature recognising the need for holistic approaches to tackle child abuse.

In 2007, seven young people were murdered in London alone, four of them under 16, so there is a pressing need to find out from young people about their experiences and fears in respect of crime as well as their views on how their personal safety can be enhanced. This article discusses the findings of a study of victimisation among young people in an East London borough. Although modest and not necessarily representative, the findings of this study are important because of the relative absence of research into children and young people as victims of crime.

Fiction has the potential to dispel myths and helps improve public understanding and knowledge of the experiences of under-represented groups. Representing the diversity of the population allows individuals to feel included, connected with and understood by society. Whether women and girls with autism spectrum disorder (ASD) are adequately and accurately represented in fictional media is currently unknown. The paper aims to discuss this issue.

Internet and library searches were conducted to identify female characters with ASD in works of fiction. Examples of such works were selected for further discussion based on their accessibility, perceived historical and cultural significance and additional characteristics that made the work particularly meaningful.

The search highlighted a number of female characters with ASD across a range of media, including books, television, film, theatre and video games. Many were written by authors who had a diagnosis of the condition themselves, or other personal experience. Pieces largely portrayed characters with traits that are highly recognised within the academic literature. However, some also appeared to endorse outdated myths and stereotypes. Existing works appear to preferentially portray high functioning autistic women, with limited representation of those whom also have intellectual disability.

This is the first exploration of the depiction of ASD in females within fiction. There is a need for more works of fiction responsibly depicting females with ASD, as this can help reduce stigma, develop public awareness and recognition and increase representation.

The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.

This chapter presents a qualitative investigation of lecturers’ perceptions of critical thinking and how this influenced how they taught. All of the participants taught the same first-year university chemistry course. This case study provides insights about how there may need to be fundamental shifts in lecturers’ perceptions about learning and the development of critical thinking skills so that they can enhance knowledge and understanding of chemistry as well as advance the students’ critical thinking. Recommendations are made for professional learning for lecturers and for changing the “chemistry” of the design of learning experiences through valuing critical thinking in assessments and making critical thinking more explicit throughout the course. The authors argue that critical thinking must be treated as a developmental phenomenon.

This paper aims to check the fragmentation of knowledge across multiple sources of evidence, identifying, scrutinizing and outlining suggestions concerning the challenges researchers face when using multiple sources of data to identify studies.

This study produced a comprehensive database of 15,848 items from Scopus, Web of Science and EBSCO on the organizational growth and decline topics. The analyses carried out to check the fragmentation of scientific knowledge and the challenges in identifying studies have made use of the basic data frame functions in R’s language and the Bibliometrix and Corpus R’s packages.

This study confirms the fragmentation of scientific knowledge as well as it identifies the following challenges: missing information in key fields, nonexistence of standards in terminology, limitations on data extraction, duplicates and multiple formats of cited reference. Additionally, it suggests practical coping procedures and advances implications for stakeholders and an agenda for future research.

This study provides valuable and practical examples with empirical confirmation of scientific knowledge fragmentation and offers an integrated view of many challenges in the process of identifying studies. Moreover, by offering suggestions to address these challenges, this study not only offers a practical guide to scientific researchers but also initiates a wider discussion regarding knowledge organizing in social sciences.

The Marquis de Sade wrote that people behave differently in separate spaces and that, in different environments, they more easily reveal their true predilections. Throughout de Sade's writings, he reveals ways that hidden rooms, closets, castles, brothels, and monasteries can be used as spaces to unleash inner evil. Conveyed within de Sade's writings are ways in which characters actively change their settings in order to create these heterotopias – or spaces that are separate from normal routines. The role that separate spaces play in maintaining alternative behaviors has not been adequately examined in either de Sade's writings or in heterotopia literature. The purpose of this chapter is to explore the inner workings of a heterotopia frozen in time and space – a small town family business. This query merits exploration because the incestuous, atemporal behaviors that de Sade enacted can manifest themselves in family businesses. To examine this facet of family business, a customized methodology will be introduced – the Sadean duography. This manuscript is beneficial to practitioners in family businesses who seek to understand the hazards of inherting or purchasing new businesses, and to scholars in entrepreneurship and organizational studies seeking a deeper understanding of the role of heterotopias, also known as third spaces.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

This chapter defines culture and explains the different conceptual models developed by critical researchers in the field. First, the authors explain why it is essential for us to learn to see our cultures. Next, the chapter breaks the conceptual model of culture into its essential elements, including assumptions, beliefs, values, behaviors, and artifacts. The authors explain why and how each organization’s culture is unique – and walk through the factors that influence our organizational cultures. Finally, the chapter reminds us that it is hard to deliberately change an organization’s culture, because it is inherently dynamic. Instead, each organization should strive to understand how these factors affect our organizations.