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Article
Publication date: 1 March 1999

Simon Willis

In the author's last article (JMLC, Vol. 2, No. 3) reference was made to ‘thefts dressed as non‐performing loans’ and the catastrophic risks run by individual financial…

61

Abstract

In the author's last article (JMLC, Vol. 2, No. 3) reference was made to ‘thefts dressed as non‐performing loans’ and the catastrophic risks run by individual financial institutions as well as whole markets and economies that compromise with criminal capital flows.

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Journal of Money Laundering Control, vol. 3 no. 1
Type: Research Article
ISSN: 1368-5201

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Article
Publication date: 1 January 1999

Simon Willis

What is money laundering? Why should Finance Ministries and international financial institutions, such as the IMF and the development banks take it seriously? Why does it matter…

197

Abstract

What is money laundering? Why should Finance Ministries and international financial institutions, such as the IMF and the development banks take it seriously? Why does it matter to the City and the financial regulators? How do we improve feedback, and level the playing field domestically and internationally? Why is tax evasion such a critical question for money laundering sytems — even if no one cares about people not paying their taxes?

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Journal of Money Laundering Control, vol. 2 no. 3
Type: Research Article
ISSN: 1368-5201

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Book part
Publication date: 7 February 2025

Mark A. Durkin

This chapter shifts focus from the underlying causes of offending to current rehabilitation approaches and models. It begins with an overview of the rehabilitation movement…

Abstract

This chapter shifts focus from the underlying causes of offending to current rehabilitation approaches and models. It begins with an overview of the rehabilitation movement, emphasising the principle of ‘what works’ in offender reform. The discussion then moves on to explore two major frameworks: the Risk-Need-Responsivity (RNR) model and the Good Lives Model (GLM). Each model will be briefly outlined and critically evaluated for its effectiveness in preventing re-offending and supporting desistance. The chapter concludes with a rationale for introducing a new approach to rehabilitation, the Compassionate Positive Applied Strengths-based Solutions (COMPASS) model, summarising its potential benefits for enhancing desistance support.

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The COMPASS Model in Criminal and Forensic Psychology
Type: Book
ISBN: 978-1-83549-557-5

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Book part
Publication date: 23 June 2020

Eva M. Gibson and Mariama Cook Sandifer

Institutions of learning are charged with the social responsibility to prepare future professionals for the ever-changing demands of modern society. Universities should provide…

Abstract

Institutions of learning are charged with the social responsibility to prepare future professionals for the ever-changing demands of modern society. Universities should provide expanded opportunities for learning and may choose to do so in many ways. Service learning is one approach designed to provide an educational experience that fosters a deeper community investment through involvement and outreach. Service learning engages students in the community in order to help meet the needs of that community (Osteen & Perry, 2012). Universities have begun to use this as an experiential learning approach to prepare professionals to better address the needs of the local communities. Instructors can integrate these opportunities into coursework. As universities respond to societal changes, the infusion of service learning may be the method to do so. While providing benefits to the local community, students also experience growth through the use of these practices. Specifically, service learning activities serve to improve critical thinking skills and improve multicultural competency (Coffey, 2010). This chapter will explore opportunities for universities to integrate social responsibility into the curriculum. Case examples will be provided to showcase possible strategies designed to foster engagement. These examples highlight educational experiences, while also demonstrating contributions that universities can make to the neighboring community.

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Article
Publication date: 1 June 2004

Roger Harris, Michele Simons and Pam Carden

In the 1990s, one of Australia's police services moved from a centralised, academy‐based system of training towards a more integrated model of professional development. As a…

818

Abstract

In the 1990s, one of Australia's police services moved from a centralised, academy‐based system of training towards a more integrated model of professional development. As a consequence, probationary constables spent reduced time in the police academy (6 months) before moving into the workplace for 18 months of work‐based learning. This paper explores how those changes affected the ways in which probationary constables are viewed and accepted into the workforce. A useful model for this exploration is that of legitimate peripheral participation, as advocated by Lave and Wenger in 1991. Although Lave and Wenger acknowledge that peripherality, rather than being a negative term, allows for an understanding of inclusion into a community of practice, there is still a long journey to be travelled before full acceptance is accorded to the newcomer. By exploring the “voices” of the probationers and their senior officers, the conflicts and difficulties that arose during their work‐based probation and the negotiations required to help develop competent police officers, it is possible to trace the journey of probationary constables from periphery to a more central acceptance. This paper explores how the probationary constables were viewed and accepted into the workforce to become full and trusted members of a community of practice.

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Journal of Workplace Learning, vol. 16 no. 4
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 30 December 2004

Farzaneh Moinian

Globalization of the media communications progressed rapidly during the twentieth century thanks to innumerable innovation within information technologies particularly…

Abstract

Globalization of the media communications progressed rapidly during the twentieth century thanks to innumerable innovation within information technologies particularly communications satellites, digitalization and advances in computer technology. Today we can utilize new communication systems that allow a worldwide distribution of messages from one place to another. In the middle of the global development of mass media we can find many children and young people. With their engaging, interactive properties, the new digital media are suggested to have more impact on how children grow and learn, what they value, and ultimately who they become than any other medium that has come before (Montgomery, 2002). New media technology influences the life and culture of young people. What is the nature of the content in it and whose values and judgments does it represent is a fatal question for educational researchers today.

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Identity, Agency and Social Institutions in Educational Ethnography
Type: Book
ISBN: 978-1-84950-297-9

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Article
Publication date: 1 November 2000

Stephen Billett

Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning…

6473

Abstract

Reports and discusses the findings of an investigation that examined the efficacy of guided learning in the workplace. The investigation comprised the trialing of guided learning strategies and an analysis of the learning occurring in five workplaces over a period of six months. The guided learning strategies selected for investigation were questioning dialogues, the use of diagrams and analogies within an approach to workplace learning emphasising modelling and coaching. Throughout the investigation, critical incident interviews were conducted to identify the contributions to learning that had occurred during these periods, including those provided by the guided learning. As anticipated, it was found that participation in everyday work activities (the learning curriculum) was most valued and reported as making effective contributions to learning in the workplace. However, there was also correlation between reports of the frequency of guided learning interactions and their efficacy in resolving novel workplace tasks, and therefore learning. It is postulated that some of these learning outcomes could not have been secured by everyday participation in the workplace alone. Further, factors associated with the readiness of enterprise and those within it were identified as influencing the likely effectiveness of guided learning at work.

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Journal of Workplace Learning, vol. 12 no. 7
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 September 2002

Peter J. Smith, Ian Robertson and Lyn Wakefield

On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible…

1303

Abstract

On a basis of research and literature review, Smith, in 2001, suggested a model for the development of preparedness of learners and their workplaces to support the flexible delivery of training in enterprises. Using the model as a framework, he then developed a detailed set of strategies that may be used in operating workplaces to develop learners and workplaces for effective flexible delivery. The research reported here was designed to test that strategy set in 12 different enterprises to assess the feasibility of their implementation in operating workplaces. The research shows that a majority of suggested strategies are feasible for implementation; some are feasible with qualification; and a minority were not seen as feasible.

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Journal of Workplace Learning, vol. 14 no. 6
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 1 February 2002

Peter J. Smith

Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown…

2011

Abstract

Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on‐job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

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Personnel Review, vol. 31 no. 1
Type: Research Article
ISSN: 0048-3486

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Article
Publication date: 1 June 2001

Peter J. Smith

Although flexible training is widely supported by enterprises and government, there are considerable challenges in ensuring successful training outcomes. The evidence is that…

889

Abstract

Although flexible training is widely supported by enterprises and government, there are considerable challenges in ensuring successful training outcomes. The evidence is that business learners, at a vocational training level, are not typically well‐equipped for the self‐directed learning required by flexible training, nor do they prefer to learn from textually presented learning packages. This paper suggests a number of strategies that may be used to prepare both learners and enterprises for successful outcomes from flexible training.

Details

Industrial and Commercial Training, vol. 33 no. 3
Type: Research Article
ISSN: 0019-7858

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