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Article
Publication date: 5 December 2022

Lloyd Waller, Stephen Christopher Johnson, Nicola Satchell, Damion Gordon, Gavin Leon Kirkpatrick Daley, Howard Reid, Kimberly Fender, Paula Llewellyn, Leah Smyle and Patrick Linton

This paper aims to investigate the potential challenges that governments in the Commonwealth Caribbean are likely to face combating crimes facilitated by the dark Web.

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Abstract

Purpose

This paper aims to investigate the potential challenges that governments in the Commonwealth Caribbean are likely to face combating crimes facilitated by the dark Web.

Design/methodology/approach

The “lived experience” methodology guided by a contextual systematic literature review was used to ground the investigation of the research phenomena in the researchers’ collective experiences working in, living in and engaging in research with governments in the Commonwealth Caribbean.

Findings

The two major findings emerging from the analysis are that jurisdictional and technical challenges are producing major hindrances to the creation of an efficient and authoritative legislative framework and the building of the capacity of governments in the Commonwealth Caribbean to confront the technicalities that affect systematic efforts to manage problems created by the dark Web.

Practical implications

The findings indicate the urgency that authorities in the Caribbean region must place on reevaluating their administrative, legislative and investment priorities to emphasize cyber-risk management strategies that will enable their seamless and wholesome integration into this digital world.

Originality/value

The research aids in developing and extending theory and praxis related to the problematization of the dark Web for governments by situating the experiences of Small Island Developing States into the ongoing discourse.

Details

Transforming Government: People, Process and Policy, vol. 17 no. 1
Type: Research Article
ISSN: 1750-6166

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Publication date: 16 June 2017

Liza S. Rovniak and Abby C. King

The purpose of this chapter is to review how well walking interventions have increased and sustained walking, and to provide suggestions for improving future walking…

Abstract

The purpose of this chapter is to review how well walking interventions have increased and sustained walking, and to provide suggestions for improving future walking interventions. A scoping review was conducted of walking interventions for adults that emphasised walking as a primary intervention strategy and/or included a walking outcome measure. Interventions conducted at the individual, community, and policy levels between 1990 and 2015 were included, with greater emphasis on recent interventions. Walking tends to increase early in interventions and then gradually declines. Results suggest that increased walking, and environmental-change activities to support walking are more likely to be sustained when they are immediately followed by greater economic benefits/time-savings, social approval, and/or physical/emotional well-being. Adaptive interventions that adjust intervention procedures to match dynamically changing environmental circumstances also hold promise for sustaining increased walking. Interventions that incorporate automated technology, durable built environment changes, and civic engagement, may increase cost-efficiency. Variations in outcome measures, study duration, seasons, participant characteristics, and possible measurement reactivity preclude causal inferences about the differential effectiveness of specific intervention procedures for increasing and sustaining walking. This review synthesises the effects of diverse walking interventions on increasing and sustaining walking over a 25-year period. Suggestions are provided to guide future development of more effective, sustainable walking interventions at the population level.

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Publication date: 23 October 2020

Ryan Kelty, Karin De Angelis and Elizabeth Blair

This chapter presents a poverty simulation as a critical pedagogical tool that breaks down preconceptions and provides information about real-life challenges experienced by those…

Abstract

This chapter presents a poverty simulation as a critical pedagogical tool that breaks down preconceptions and provides information about real-life challenges experienced by those who are poor. It allows students to develop the critical thinking skills, perspective-taking, and empathy. It provides an opportunity to take social and intellectual risks, and motivates civic engagement for positive social change. As such, this chapter contributes to the volume’s focus on curriculum and pedagogical changes using education to promote social change. Simulation participants attempt to successfully negotiate four 15-minute weeks within families of various sizes and resources. At the conclusion of the simulation, participants take a few minutes to reflect in writing on their experience. Students identify and discuss the social structures that they felt helped to perpetuate their poverty, as well as how micro-level interactions (i.e., with service providers, teachers, police, people in their neighborhood) affected their outcomes. Results show students increased understanding of the social issues contributing to poverty as well as consequences of poverty, and they report an increased desire to take action to affect positive social change in their community. The chapter concludes with thoughts and recommendations on how students from various disciplines could benefit from this poverty simulation.

Details

International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-854-3

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Book part
Publication date: 28 January 2022

John Scott

Free Access. Free Access

Abstract

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Structure and Social Action
Type: Book
ISBN: 978-1-80262-800-5

Available. Content available
Book part
Publication date: 23 October 2020

Abstract

Details

International Perspectives on Policies, Practices & Pedagogies for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-854-3

Available. Content available
Book part
Publication date: 20 June 2001

Abstract

Details

Exploring Theories and Expanding Methodologies: Where we are and where we need to go
Type: Book
ISBN: 978-1-84950-102-6

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Book part
Publication date: 19 September 2019

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Gender and Contemporary Horror in Comics, Games and Transmedia
Type: Book
ISBN: 978-1-78769-108-7

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Article
Publication date: 1 July 1899

We observe with pleasure that the French Analytical Control, which is known as the Controle Chimique Permanent Français, continues to make satisfactory progress. The value and…

68

Abstract

We observe with pleasure that the French Analytical Control, which is known as the Controle Chimique Permanent Français, continues to make satisfactory progress. The value and importance of the system of Control cannot fail to meet with appreciation in France—as it cannot fail to meet with appreciation elsewhere—so soon as its objects and method of working have been understood and have become sufficiently well known. From the reports which appear from time to time in l'Hygiène Moderne, the organ of the French Control, it is obvious that a number of French firms of the highest standing have grasped the fact that to place their products on the market with a permanent and authoritative scientific guarantee as to their nature and quality, is to meet a growing public demand, and must therefore become a commercial necessity. An ample assurance that the Controle Chimique Permanent Français is a solid and stable undertaking is afforded by the facts that it is under the general direction of so distinguished an expert as M. Ferdinand Jean and that he is assisted by several well‐known French scientists in carrying out the very varied technical work required.

Details

British Food Journal, vol. 1 no. 7
Type: Research Article
ISSN: 0007-070X

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Publication date: 22 February 2017

Joshua Bornstein

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and…

Abstract

In a multicase qualitative study, inclusive school leaders attempted to move their schools from the excessive use of suspension; they employed positive behavioral intervention and support (PBIS) as an alternative they thought would be therapeutic rather than punitive. However, the PBIS system traded a disciplinary system of control for a medicalized system of restoring order. Unwanted behavior came to be defined as evidence of possible behavioral disability. Hence, the PBIS system exchanged one deficit identity of “disorderly” student for another of “disordered” student, subsuming other considerations of race, class, and gender identity. Following the study’s findings, this chapter proposes more liberatory practices for PBIS that interrupt dominant culture discourses of normal behavior and power, and hold promise for establishing justice, rather than simply reinstating order.

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The School to Prison Pipeline: The Role of Culture and Discipline in School
Type: Book
ISBN: 978-1-78560-128-6

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Article
Publication date: 1 November 1916

The Professors of the Imperial College of Science and Technology have addressed to Lord Crewe, the Chairman of the Governors of the College, a memorial urging the necessity of the…

13

Abstract

The Professors of the Imperial College of Science and Technology have addressed to Lord Crewe, the Chairman of the Governors of the College, a memorial urging the necessity of the encouragement of science and of research. In commenting upon this document the Journal of Chemical Technology observes that “a satisfactory feature of the memorial is the recognition on the part of the signatories that scientific education should be on broad lines.” “We have always contended that an indispensable preliminary to a professional career should be a thoroughly sound general education. Whether or not the study of science is the best kind of study may be a debatable point, but it is certain that exclusive attention to science is thoroughly bad. A man's mind is narrow when he is unable to recognise the importance of things outside his own particular sphere of action, and it is precisely this state of mind that the exclusive study of science tends to produce. It is, therefore, the more necessary, in seeking to secure greater attention to scientific studies in the reform of our educational system, to take care that nothing be done which may curtail the period required for the acquisition of general knowledge. It is far better to delay than to hasten specialisation. A step in the right direction has been made when scientific men themselves state that they do not believe that “an education which includes good teaching of science need be a narrow education,” but we wish that this opinion had been positively rather than negatively expressed. The memorial refers to the “lethargy, misconception, and ignorance” of the public regarding national education. It is pertinent here to remark that when anything goes wrong and no particular individual or individuals can be held to be, or will acknowledge themselves to be, responsible, the “public” is blamed; the public being everybody with the exception of the denunciator and his friends. In the present instance the fault is not, even for the greater part, with the people. They are, naturally enough, interested in education only in so far as it is expressed in terms of school and college accounts and of wage‐earning capacity. Of the bearing that improvement in education and the advancement of physical science has on the welfare of the community the average man knows little and cares less. He has to be educated in the value of education. He is not, and probably never will be, interested in education as an abstract good. What interest he has in it is purely utilitarian. If he sees that the knowledge which he himself does not possess carries with it but doubtful prospects for the future, poor remuneration in the present and a social position little better than his own, he is unlikely to be impressed with the value of education. The fact is that there is a lamentable want of opportunity for the intellectual classes in this country and until this state of things is remedied the public will continue to display—and with every justification — “lethargy, misconception, and ignorance” in respect to national education.

Details

British Food Journal, vol. 18 no. 11
Type: Research Article
ISSN: 0007-070X

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