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South Bank University has sought to invest heavily in electronic journals and databases. To gain the best value from these services, three solutions to off‐ campus access are offered, one of which has been designed in‐house. This article outlines South Bank University’s approach to off‐campus access, covering the practicalities of administering the systems used, along with promotion and training.

In terms of the concept of broken home as a juvenile delinquency risk factor, whilst Nigeria and Ghana are culturally different from western nations (Gyekye, 1996; Hofstede, 1980; Smith, 2004), parental death (PDE) and parental divorce (PDI) have been previously taken-for-granted as one factor, that is ‘broken home’. This paper aims to deconstruct the singular model of ‘broken home’ and propose a binary model – the parental death and parental divorce hypotheses, with unique variables inherent in Nigerian/Ghanaian context.

It principally deploys the application of Goffman’s (1967) theory of stigma, anthropological insights on burial rites and other social facts (Gyekye, 1996; Mazzucato et al., 2006; Smith, 2004) to tease out diversity and complexity of lives across cultures, which specifically represent a binary model of broken home in Nigeria/Ghana. It slightly appraises post-colonial insights on decolonization (Agozino, 2003; Said, 1994) to interrogate both marginalized and mainstream literature.

Thus far, analyses have challenged the homogenization of the concept broken home in existing literature. Qualitatively unlike in the ‘West’, analyses have identified the varying meanings/consequences of parental divorce and parental death in Nigeria/Ghana.

Unlike existing data, this paper has contrasted the differential impacts of parental death and parental divorce with more refined variables (e.g. the sociocultural penalties of divorce such as stigma in terms of parental divorce and other social facts such as burial ceremonies, kinship nurturing, in relation to parental death), which helped to fill in the missing gap in comparative criminology literature.

The papers in this volume look at security from a variety of viewpoints. Behind all the papers is the idea that security is important and that security can and should be improved. The papers ask some fairly fundamental questions and provide considerable food for thought. In this paper I am looking at the landscape and making an assumption that a change in culture as a result of better understanding of technology will result from increasing familiarity with technology and its limitations.

The present study examined the effects of rewarding contextual performance with career development activities on perceptions of justice. Participants (264) read vignettes which gave information regarding two colleagues in a large retail store who applied for a career development activity. Type of career development activity, level of contextual performance, and the development activity recipient was varied across the vignettes. Results indicated that participants believed there was greater justice when they themselves received the development activity, irrespective of whose performance was higher. Participants were also more satisfied and had greater interest in pursuing a career in the organization when they themselves received the development opportunity, especially for organizationally‐oriented activities. Happiness completely mediated the relationship between who received the career development activity and both procedural and distributive justice. Implications of these findings for organizational justice and careers research, as well as for managers, are discussed.

To examine whether or not exposing novice teachers in a graduate literacy education diversity course to particular texts and activities focused on economic diversity and lifestyle differences among students makes them more likely to positively respond to these lesser understood forms of diversity in their own teaching and if so, in what ways. The research design was qualitative and included written reflections from the teacher–participants at the beginning, middle, and end of the semester, and videotaping and transcribing activities and post-activity discussions. Ethnographic observations and notes were made by the primary investigator. The theoretical frameworks that were foundational to the study were critical literacy and teaching for social justice. The findings of this qualitative study indicate that exposing teachers to texts, discussions, and activities that educate them on economic diversity and lifestyle differences among students makes them more likely to positively respond to these forms of diversity in their own teaching. Specific examples of how participants did this are provided. This study contributes to the literature on diversity in literacy instruction by providing concrete, research-based suggestions for how both teacher educators and K-12 teachers can expand their definitions of student diversity to include economic disparities and lifestyle differences among students. It includes recommended texts and activities for both teacher educators and K-12 teachers to address less typical forms of diversity, with a focus on economic diversity and lifestyle differences.

This chapter examines the nexus between women's experiences of domestic abuse and their subsequent violent offending, as viewed through the lens of keyworkers in a women-only charity. The role of female subjectivity, stereotypes of femininity and the gendering of behaviours is discussed, alongside an exploration of the paradox of the female ‘victim-offender’. Qualitative semi-structured interviews with the keyworkers, drawing on the author's experience of working in the system, enable individual voices to be captured in detail, resulting in a rich narrative piece. This is analysed thematically and framed conceptually by the work of Judith Butler on gender performativity and precarious existence, and Jessica Benjamin on the ‘Third’ and the potential of recognition to transcend the experience of gendered violence. The discussions lead to the conclusion that the keyworkers' attention to interpellatory dynamics and intersubjectivity effects powerful individual change. However, the impact of this is limited, as the criminal justice system itself acts as Benjamin's ‘moral Third’, maintaining its status quo of inequality and gendered violence through patriarchal attitudes and a corresponding language of exclusion.

The purpose of this paper is to improve the health and criminal justice outcomes for people who come into contact with the criminal justice system. People with learning disabilities (LD) are particularly vulnerable to health and social inequalities within the criminal justice system.

Using examples from practice, this paper discusses some of the challenges and achievements experienced by a LD nurse employed within a liaison and diversion service within the North-West of England.

Whilst the specific functions of liaison and diversion practitioners are detailed by National Health Service (NHS) England (2014), complexities in communication, multi-disciplinary working and role recognition affect the embedment of the role in practice.

The implications for practice are identified and recommendations for further research made. These seek to evaluate the impact of liaison and diversion services from the perspectives of LD nurses within liaison and diversion services, people with LD, their families and the wider multi-disciplinary team.

NHS England (2015) are in the process of evaluating of liaison and diversion services. This paper adds to the evaluation by discussing the experiences of a LD nurse within a liaison and diversion service through the inclusion of activity data and illustrative examples.

This paper aims to explore the influence of frontline employees’ (FLEs’) positive psychological capacities (PPCs) (optimism, hope, resilience and self-efficacy) on service recovery.

A model of FLE PPCs is tested using two studies: a field study (N_retail = 205; N_restaurant = 160) and between-subject experimental design (N_education = 206) in three service settings.

Results show that positive emotions mediate the relationship between PPCs and problem-solving adaptability, and that authenticity of positive emotions moderates the relationship between positive emotions and interactional justice. Surprisingly, problem-solving adaptability positively influences perceptions of distributive justice and interactional justice. A small interaction effect between positive emotions and problem-solving adaptability also was found.

The dependent variable (problem-solving adaptability) was measured using an open-ended question evaluated by objective, independent raters rather than a self-reported structured metric, to minimize social desirability bias.

Given that the customer complaints to the Better Business Bureau in 2016 were close to one million, most of them occurring in the service sector, service firms need continuous research into improving service recovery. This study argues that firms can improve FLEs’ problem-solving adaptability behavior by training existing FLEs to strengthen PPCs, hiring FLEs that have strong PPCs and fostering positive emotions.

This is the first study that examines the effect of PPCs on service recovery outcomes. By incorporating PPCs as antecedents of positive emotions, this paper explains how FLEs can offer a better recovery rather than dictating what they ought to display and say. An explanation of how FLE PPCs influence customer outcomes via the broaden-and-build theory of positive emotions and emotion contagion theory is offered, highlighting a novel path/relationship between FLE positive emotions and problem-solving abilities, and extending emotion contagion to service recovery.