Search results

The purpose of this paper to synthesise much of the existing research on autistic spectrum disorder (ASD) and offending behaviour.

It considers three key areas, namely, first, a discussion about the nature of ASD and how it might be related to offending behaviour; second, a brief commentary about the prevalence of this population; and, finally, an exploration of the effective management and possible treatment outcomes.

Methodological limitations have resulted in variable findings which has hindered our understanding of this population. Some of the research is based on small, highly specialist samples making prevalence difficult to measure. The link between ASD and offending is still not well understood, and despite advances in staff training, awareness amongst practitioners remains an underdeveloped area, thus yielding variable treatment outcomes.

This review continues to demonstrate the urgent need for robust research in order to better understand the link between ASD and offending behaviour, to provide tailored, needs-led interventions, and reduce the risk of offending amongst this group as a whole.

The purpose of this paper is to outline and report on the initial development of a screening tool for offenders with suspected intellectual disability (ID) known as the rapid assessment of potential intellectual disability (RAPID).

This paper summarises the wider literature in relation to screening tools and methodology, indicating that quick and easy screening measures for this population are sparse. It outlines the processes involved in the early stages of developing an evidence-based screening tool for ID offenders, and an overall pathway approach to the identification, assessment and diagnosis of ID.

It is possible to develop a tool that can be used to identify potential ID with relative ease. The RAPID screening tool provided practitioners with a simple and easy measure to identify such individuals so that they may be referred for further specialist assessment. It has also demonstrated that it is an effective measure in identifying offenders with a possible ID.

Formal statistical validation of this tool will serve to establish and measure its overall effectiveness and utility, further encouraging the timely identification of ID offenders.

This paper responds to current extensive literature about the variability of screening measures, and provides an effective solution to the identification of vulnerable offenders. Those who may benefit from an assessment of ID, and thereafter reasonable adjustments and alternatives to custodial sentencing are considered.

The purpose of this paper is to evaluate the current service provision offered by a mental health service in a young offenders institute (YOI) in England.

A qualitative exploratory approach was adopted. Five prison officers (POs) (four male and one female) with direct experience supporting young people through mental health intervention were interviewed using semi-structured interviews. Data was analysed using thematic analysis (Braun and Clarke, 2006), which allowed evaluation of the current mental health provision to evolve.

Five overarching themes (process of referrals; intervention and its impact; role and function of the health and well-being team; collaboration and involvement; and feedback, communication and intervention) were found to be highly salient when evaluating service provision. Notably all themes interrelated with one another, demonstrating that changes or improvements made to the service need to consider all factors individually and collectively.

This study was based on a small sample of POs in only one YOI in England, and therefore cannot be generalised to the entire prison estate. However, it does offer a rich insight into local service provision from the perspective of a group whose opinion is rarely sought.

POs’ perspectives of service provision are important in informing service developments. Lessons can be learnt from their unique insight into how prison mental health services are run to improve processes and collaborative working in the management of young offenders with mental health difficulties.

This preliminary and exploratory study is, to the best of the authors’ knowledge, the first study evaluating service provision by using the perspectives of POs. The findings suggest that POs make valuable contributions to the service development and should be involved in similar evaluations in future.

This paper aims to examine and assess the sodium content in various pre-packed bread products marketed in three cities, Muscat, Morgantown (West Virginia) and Stockholm, and in combination with spread products. It also aims to investigate the pattern of public consumption of bread in Muscat.

A random cross-sectional investigation was followed. This study used the nutrition panel of selected bread and spread products to record sodium content and a close-ended questionnaire.

The mean sodium content in 100 g of bread marketed in Muscat was significantly lower than that in Morgantown (p < 0.001) and Stockholm (p < 0.022). The intake of 100 g of any bread type with 40 g of cheese spread will offer more than 20 per cent of the recommended daily intake of sodium, which poses a health risk upon frequent consumption. Results from the survey conducted in Muscat showed that most of the people consume bread in breakfast and the average amount of bread consumed per day was reported to be 100 g. Only 74.9 per cent of the participants knew that salt is added in the making of bread.

This research is of a value to food policymakers in relation to the use of salt (sodium) in bread. Sodium content in bread products varied significantly in the selected markets. Daily consumption of bread with cheese spreads should be either reduced or avoided by children because of high sodium content. Average intake of 100 g bread per day by participants in the survey is an indicator of a reduced exposure to sodium.

This chapter presents the lived experience of 10 doctoral students and recent graduates from a North American University, who like graduate students elsewhere, have faced upstream battles against excessive faculty entitlement. The six sections of this chapter, each by different authors, explore how entitlement in the University, is experienced from different perspectives. The first four sections explore the deleterious effects of excessive faculty/teacher entitlement which can lead to competitiveness, selfishness and aggression. Section five focuses on student entitlement as experienced by an immigrant graduate teaching assistant, and section six explores how both faculty and student entitlement may be experienced at different stages of the immigrant experience. It is hoped that this chapter will create a platform with which to highlight these topics for ourselves and other doctoral students attending other universities, so that relationships and opportunities may improve for everyone.

The purpose of this paper is to evaluate a new Intellectual Disability (ID) screening service within a women’s prison in England.

Analysis of prisoner records was carried out to establish characteristics of women entering the prison, rates of screening completion and time intervals for all stages of the assessment pathway.

In total 198 women were received into prison and underwent 202 ID screens. Nine out of ten women completed a screen, almost all on arrival or very soon afterwards. There were 23 referrals for secondary assessment but only four were completed. Most of the women identified for additional screening left the prison before this could be achieved.

This evaluation is the first to show that preliminary screening for ID is feasible in prison. This screening alone is useful for prisons to make the kind of reasonable adjustment required of public bodies by the Equality Act. However, its value is constrained unless resources are also dedicated to the kind of additional screening which might lead to definitive diagnosis and care planning for intellectual disability. This model of assessment would be of considerable value in establishing prisoners at risk by virtue of different levels of intellectual disability and could be used to provide more reliable and routine estimates of prevalence contributing to overall better service planning.

This paper looks at logistics and supply chain strategy.

The paper is appropriate for undergraduate and graduate management students.

By November 2009, realising the competitive pressures created by the regional and global players, Mr Khalid Ahmed, SVP, Economic Zones World (EZW), decided to strategically re-position EZW in the global supply chain map. He knew it would be very challenging in view of changing landscape of international business and he was eager to start formulating his plans.

This case can be used to teach logistics and supply chain strategy as well as the understanding of the development of country level strategy. A better understanding of the demographics and geography of UAE is required.

A teaching note is available on request.

We started our exploration of the notion of excessive teacher/faculty entitlement with the metaphor of digging. In this final chapter, we assemble the major themes that the international scholars in this book unearthed. This comprehensive review helps us take stock of where we started (came from) and to position us where we are at. It also opens up for further consideration where we are going. A plotline emerges for thinking about teacher support in ways that eschew entitled feelings and promotes a beneficial sense of self-esteem, moral value and professional responsibility that needs nurturing as new challenges in the field unfold.

This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher entitlement. Although the authors' perspectives and experiences on the theme of entitlement are located in the US educational system, this is accompanied by an awareness of the need to examine the topic internationally since the topic needs to “be reconsidered in terms of contextual variables.”

Psychological and organizational entitlement were the prevalent strains of entitlement that emerged in the reviewed literature and “academic entitlement” specific to the field of education. Therefore, three strands, psychological, organizational and academic, form the thematic categories for this scoping literature review.

Most literature on “academic entitlement” deals with excessive entitlement amongst students. No reference to excessive teacher entitlement was found. However, specific gaps were found in: (1) what qualifies as excessive teacher entitlement, (2) research scholarship on teacher entitlement, and (3) entitlement studies specifically aimed at global reach and applicable to teachers.

The theoretical informants of teacher entitlement identified in this study indicate that the phenomenon goes beyond individual mindset to encompass the mediation of sociocultural and political factors in its construction, thus rendering a simple theory of excessiveness in association with teacher entitlement improbable at this time.

The notion of excessive teacher entitlement arose out of concerns with trying to understand and find a language to describe the paradox of faculty/teachers' intransigence in the face of the flexibility required of them to promote the learning and well-being of all in the institutions they serve. Through unique narratives, the authors trace the parallel paths they negotiated in their challenging curricular journeys, which led them to unmute teachers' voices cached in reform stories. The first author, Tara Ratnam, coined the term “excessive teacher entitlement” to characterize the putative deficit view of teachers that is projected onto them and how the concept of the teachers' “best-loved self,” which the second author, Cheryl Craig, developed, embraces teachers' input and complements “excessive teacher entitlement,” albeit from a different direction and perspective. This introduction also provides a bird's-eye view of the diverse ways and contexts in which leading international authors examine excessive teacher entitlement in the 17 chapters that follow.