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This paper aims to explore the purpose and outline the key features of Liverpool Football Club Foundation’s County Lines (CL) programme and how principles of collaboration and co-production can be implemented to educate children at risk of entering the youth justice system.

This paper reviews the findings from a 12-week CL intervention programme in 14 secondary schools in the Liverpool City Region between 2021 and 2022. The programme was designed in collaboration with funders, partners and participants and aimed to improve knowledge of, and change attitudes towards CL and its associated harms, including knife crime and child exploitation.

Knowledge and attitude changes were measured across 12 indicators, with positive changes recorded for each indicator. Perhaps of most interest to those working in the sector was the recorded success in obtaining consistent attendance from beginning to end with very little erosion of engagement. This suggests that the content and method of delivery was successful in engaging harder to reach young people to make positive change.

To the best of the authors’ knowledge, this study is the first of its kind to examine how collaboration and co-production (two of the five principles of the Serious Violence Strategy 2018) can be implemented by a football charity and its partners to educate children in a local community on the harms of CL.

The purpose of this paper is to attempt to disseminate street gang research by Hesketh (2018) that has identified young people’s perceptions between employment and criminality in areas of Merseyside becoming blurred. In particular, disenfranchised young males are turning to involvement with drug dealing street gangs as a substitute for employment.

The research involved the use of a hybrid design using an adapted version of Wengraf’s (2001) biographic narrative interpretive method as the means for data collection with Strauss and Corbin’s (1995) grounded theory approach as the means of analysis.

Such is the demand for Class A drugs in night-time economies that street gangs in areas close to such economies are adding a dark business-like dimension for which Hesketh (2018) has termed “Deviant Entrepreneurship”. This can range from selling drugs on behalf of adult organised crime figures (known on the streets of Liverpool as “grafting”) to self-employment as sole trading deviant group enterprises having several “grafts” that recent research by Robinson, McLean and Densley (2018) has noted, has extended into the annals of Criminal Child Exploitation.

Data were derived from a sample of young males, thus, no observations can be made about females involved in gangs.

The research highlights the need for more gang interventions that focus on building opportunities within marginalised areas. It also suggests as Andell (2019) points out a need for a fresh approach to countering gang culture.

The paper concludes by suggesting that Merseyside is only one in many marginalised areas of the UK facing a similar problem as young people involved in street gangs attempt to realise their potential not through legitimate employment means but through dark entrepreneurial techniques learnt from older peers and adult figures.

The findings are taken from a PhD thesis by Robert F. Hesketh University of Chester.

Schools exist because of the children they educate but examples of their voice influencing their education in an authentic manner can be rare. This chapter outlines the importance of pupil voice and defines the key aspects of authenticity. It uses the themes emanating from this definition as examples of establishing practices to support pupil voice in the classroom. Such practices are based upon the findings of a pupil voice study into the experiences of 14–16-year-old children in physical education (PE) lessons. This PE project was driven by the pupils and adult voice was militated in order to enhance the authenticity of the findings. The project empowered children to raise and discuss the issues they deemed important and find their own solutions without steering or influence by their teachers. The implementation of these findings in one school demonstrated the dynamism and potential of learning based upon child-centred practice.

This chapter explores the ways in which libraries can adapt to meet the needs of their patrons and communities, particularly those that are often neglected by other community institutions.

Personal experiences and insights of the author through work in many types of libraries serve as the framework for this discussion.

This chapter offers suggestions on ways in which libraries can better meet community needs and improve the quality of life for patrons of underserved populations.

This paper assesses how retirement – defined as permanent labor force non-participation in a man’s mature years – affects psychological welfare. The raw correlation between retirement and well-being is negative. But this does not imply causation. In particular, people with idiosyncratically low well-being, or people facing transitory shocks which adversely affect well-being might disproportionately select into retirement. Discontinuous retirement incentives in the Social Security System, and changes in laws affecting mandatory retirement and Social Security benefits allows the exogenous effect of retirement on happiness to be estimated. The paper finds that the direct effect of retirement on well-being is positive once the fact that retirement and well-being are simultaneously determined is accounted for.

This chapter intends to reveal the leading questions regarding doing business in Eastern Europe. The chapter uncovers the most important cultural issues applied to business ethics in order to improve the knowledge concerning business in Eastern Europe. We envisage, also, the nexus between intercultural elements and business ethics issues. This chapter aims at practitioners and management scholars, serving as a starting point for deepening the understanding of cultural and ethical issues in Eastern Europe.

After the fall of the Berlin Wall in 1989, the economic, social and political conditions have changed radically, especially in Europe. During the last two decades, Europeanization has become an attractive research area and an integral part of the study of European Union (EU) politics.

National cultural values provide a context for discussing ethics and ethicality, but not an explanation of why there are differences in ethical values. The organizational culture is quite homogeneous among Eastern and Central Europe (ECE) countries, but the national cultures remained different.

Organizational cultures in ECE are characterized by: highly centralized structures, dislike of uncertainty, preferences for formality and strong collectivist attitudes.

Professional ethics is not a special type of ethics but the application of ethical judgement in professional practice. This application can be difficult in business settings as conflicting demands can arise. In areas where professional practitioners are employed, there is potential for a conflict.

This paper documents and accounts for the globalization of the so-called national bourgeoisie in the late twentieth century. A substantial and growing body of sociological literature holds that firms and investors from the developing world have been denationalized, neutered, or destroyed by their efforts to penetrate international markets – and that cross-national economic competition is therefore giving way to transnational class conflict over time. By way of contrast, I hold that not only peripheral capitalists but their elected and appointed representatives are compelled to undertake large-scale, fixed investments, exploit their competitive advantages, and challenge foreign firms – and their respective representatives – on their own soil by the very logic of capitalist competition, and that the aforementioned challenges will occur on political as well as economic terrain.