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The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.”

A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”.

The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles.

While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content.

While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.

to examine consumers' perceptions of retail brand representations of gender-oriented and/or sexuality-oriented identities. The authors explore the value of developing more progressive, inclusive brand values to support more effective retail brand communications and imagery.

Photo elicitation, utilising LGBTQIA+/sexuo-gendered imagery from retail brand marketing communications, facilitated discussion within focus groups representing various genders, age generations and sexualities.

Younger generations indicate a preference for fluid gender and sexuality and endorse retail brands that represent this progressive understanding. Gender and age moderate preferences for representative imagery, with older males more resistant to sexuo-gendered messages and females of all ages more accepting.

The research is limited in generalisability, geography and demographics. The focussed approach did, however, enable collection of rich, insightful data to underpin evaluations of communicative brand values.

The inclusion of diverse and fluid sexuo-gendered identities within the brand values of retailers would enable effective targeting of consumers across a range of more traditional cohorts.

The evolving ideology towards inclusiveness, identified within the generational cohorts, demonstrates social change through progressive acceptance of more fluid gendered and sexual identities.

The research adopts a novel approach to examining diverse, sexuo-gendered imagery within gendered and generational cohorts, offering qualitative examples of a progressive social ideology.

This paper aims to draw on values theory, associative network theory and schema congruity theory to examine how consumers attribute human-like values to product categories and products, and how these attributions affect product evaluations.

Study 1 randomly assigned 925 respondents to one of three product categories (cars, mobile phones and vacations). They were asked about their values and to attribute values to an assigned product category. Study 2 randomly assigned 919 respondents to one of the four value-expressive car conditions. They were asked to attribute values to the car, and then about their attitudes and purchase intentions.

Respondents attributed human-like values to product categories and products that were distinct and reflected the motivational compatibilities and conflicts inherent in the circular structure of human values. Moreover, multifaceted value congruity effects were found to positively influence attitudes and intentions to purchase a car, including congruity with product category values-schema, consumers’ personal values-schema and the structure of human values.

The authors demonstrate how a cognitive memory-based view can be used to better understand the complexities of the attribution of human-like values to products and product categories. Moving beyond the attribution of brand personality, this study shows the importance of not only understanding the attributions of values to a product but also considering how these attributions interact with the more abstract product category values to influence evaluations.

There is little research addressing the delivery of training for health professionals who are interested in using cognitive-behaviour therapy (CBT) techniques as an adjunct to their current role. This paper describes the establishment and evaluation of a CBT training course to develop CBT skills in staff working with people with intellectual disabilities in Trust healthcare settings. The course would enable staff to learn how they could incorporate these skills into their daily practice to help them understand and work more effectively with people with intellectual disabilities.

A CBT training course was designed to teach staff the use of a number of basic and specific CBT techniques and principles that staff could use within their current roles. Specific issues in relation to people with intellectual disabilities were included, e.g. understanding cognitive deficits as well as cognitive distortions. The course ran for six sessions on a fortnightly basis, followed by a two-month follow-up session. Participants completed a pre- and post-assessment questionnaire and kept a reflective diary.

The training clearly focused on teaching skills that were feasible for staff to use in their own work settings. The evaluations, especially from the reflective diaries and the post-course questionnaires clearly demonstrated that this aim was achieved.

This was a pilot study as there has been no previously published evidence of using this approach within intellectual disabilities services. A further training course has been planned to continue evaluating the effectiveness of this approach.

By the end of this chapter, you should be able to demonstrate an understanding of:

A dualistic approach to femininity and masculinity as determining a demographic profile that is progressively outdated.

Prescribed gendered characteristics and roles that have evolved over recent centuries.

Technological platforms that have enabled voicing of non-conforming identities and supported the challenging of patriarchal societal constructs.

Marketing’s provision of social commentary on gender and sexuality and its potential to advance societal integration of diverse identities to reflect sexuo-gendered discourse.

The Improving Access to Psychological Therapies (IAPT) programme was established to treat people with mild to moderate depression and anxiety and bring them to recovery. Although the Positive Practice Guide for people with intellectual disabilities was published in 2009, no geographical areas are listed as having a special interest in specifically rolling out IAPT to people with intellectual disabilities. Issues related to whether current IAPT services can meet the needs of people with intellectual disabilities are considered, along with adaptations that would be needed to ensure the service is accessible and meets the needs of people with intellectual disabilities.

The purpose of this paper is to gain the perspectives from social service providers that are a key component in focused deterrence programs. All focused deterrence/pulling levers programs have at least two essential elements: first, the message to the target population that reoffending will be met with swift and certain punishment, and second that social service providers are available to assist in their transition to a law-abiding lifestyle.

A case study approach was used to gather qualitative data with open-ended interviews of social service providers that participated in Operation RASOR, a modified focused deterrence initiative that identified cross-jurisdictional, chronic offenders across three cities in New England.

The results showed that many providers were unable, and sometimes unwilling, to participate in the strategy due to their lack of awareness of what focused deterrence strategies encompass, participant eligibility restrictions, and lack of funding. These findings may impact the success of focused deterrence programs.

Future research should include a larger sample from programs operating in different cities. The importance of the social services component of focused deterrence strategies and their capability of serving clients within those programs needs further examination for the integrity of these programs to adequately serve the participants.

The perceptions from social service providers on the program elements and ability to provide necessary services to the targeted offenders have never been examined. This study aids in expanding the literature on focused deterrence programs. It can also inform law enforcement agencies on the services that are most needed by the target population and the importance of coordinating their initiatives with service providers.

The paper aims to examine the issue of potential disproportionality and racial profiling in s.163 traffic stops under the Road Traffic Act 1988, in light of recent media attention and referral of cases to the Independent Office for Police Conduct.

The paper reviews the law, procedural use and reports of racial profiling in s.163 traffic stops within a context of research which presents a history of disproportionate use of police tactics against ethnic minorities and black people in particular. An international perspective is evaluated as a potential framework for analysing the role of ethnicity in traffic stops in England and Wales.

There is an absence of systematically recorded data on s.163 stops. There are also significant contextual differences between traffic and street stop searches. For these reasons, doubt is cast over the legitimacy of institutionalised racism generalisations and arguments are presented against the extrapolation from street stop searches to s.163 traffic stops.

Implications for future research which take operational procedures and priorities into account, along with the realities of the context in which s.163 stops occur, are discussed. Importantly, the role of ethnicity may only become apparent after a traffic stop has been executed, and hence research is required into how ethnicity may mediate the interaction between police officer and driver.

Implications for the implementation of a national procedural requirement to record s.163 stops and the collection of evidence of racial profiling are highlighted.

This paper highlights practical implications for future policy, leadership and police culture considerations.