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The aim of the Game On project is to adapt and create highly engaging and motivating serious games to teach employment skills to prisoners, ex‐offenders and those at risk of offending (termed offenders). The target audience first trialled existing serious games with work‐based educational content to identify their limitations and to highlight gaps in provision. From this, a development plan evolved for the adaptation of these materials and the creation of new materials using 3D games mods' to teach induction information to prisoners in an accessible format. Games features include an ability to personalise educational content, locale detection for use in a variety of countries, accessibility features including signing tracks and closed captions and accompanying activities for a blended learning approach. Retrial of these serious games and games mods' with trainers and offenders found that they provided positive measures of engagement and effectiveness.

There is limited research on Cognitive Analytic Therapy (CAT) in forensic contexts; this case study therefore significantly contributes to the knowledge base. The purpose of this paper is to present the assessment and treatment of an adult male offender with a diagnosis of schizophrenia. The client’s offence involved intimate partner violence and was committed at a time of acute psychiatric relapse.

In total, 12 sessions of cognitive behavioural therapy and CAT informed treatment were individually designed to meet the needs of the client, delivered in an in-patient setting in the UK. The client’s progress was assessed using psychometric, observational, and narrative/descriptive methods.

Psychometric evidence was limited by distorted responding. However, narrative/descriptive assessment indicated that progress had been made in some areas. Recommendations for further treatment were made.

In total, 12 sessions did not meet all of the client’s needs. The use of CAT as a model that his team could use in understanding his violence was conducive to risk management. Overall, insight gained through CAT-based psychological intervention contributed to risk reduction.

This case study demonstrates the applicability of CAT to forensic settings.

During 2003, compensation practices for the retail sale of mutual funds came under fire. Recent revelations about failures in the processing of mutual fund breakpoints had triggered a more in‐depth investigation into mutual fund marketing and compensation practice by securities regulators, Congress, and the states. This article focuses on the regulation of sales compensation practices primarily as it affects a broker‐dealer selling mutual funds in the retail market. It addresses the regulatory framework for three key compensation practices: (1) the use of non‐cash compensation in connection with mutual fund sales; (2) marketing and compensation arrangements providing enhanced compensation to a selling firm as well as to its sales representatives for the promotion of certain fund securities over others, such as proprietary funds over non‐proprietary funds, preferred funds over non‐preferred funds, and Class B shares over Class A shares; and (3) the use of commissions for mutual fund portfolio trades as an additional source of selling compensation for selling firms, a practice sometimes referred to as ”directed brokerage.“

Within the contexts of globalization, rationalization and modularization, this article seeks to explore why Ford Europe performed so badly in the second half of the 1990s, sustaining heavy losses and falling market share. The causes of this are deep‐rooted and are traced to poor model development and a failure to realise that the market for cars was fragmenting with the emergence of new segments such as people carriers, sports utility vehicles and premium brand cars, etc. This was made worse by high costs due to excess capacity and a crucial weakness in diesel engine technology. Moreover, the European scene of operations appeared to be marginalized compared with developments in other parts of the world in Ford 2000. Ford’s response was a reorganization of its European management structure, the development of new models, an attack on its excess capacity and costs through plant closure and redundancies, the forming of strategic alliances to improve its position in diesel engine technology and transmissions and, finally, the development of its Premier Automotive Group.

Enhancing student employability and bridging the gap between theory and practice in law education requires a more multifaceted approach than the traditional mix of lectures, tutorials and simulations. Law placements also provide an opportunity to reinforce the importance of the professional practice standards and requirements laid down by the Law Society of Scotland. The purpose of this paper is to analyse the design and implementation of law placements from the point of initiation to becoming a regular practice. The emphasis is on placements embedded in the programme of study offered to Stage 3 students to facilitate their career choices prior to specialisation in the final year.

This study utilises a longitudinal multi-method approach, allowing the analysis of various aspects the development and practical implementation of law-related placements. The views of students, academic staff and representatives of local employers are gathered by in-depth interviews. A reflective workbook method is also used to analyse the “integration” of learning and to support the “demonstration” and assessment of personal and professional capabilities which are difficult to assess by other means.

The paper presents the challenge faced by a higher education institution in organising meaningful placements and looks at the other avenues explored, particularly in the Third Sector. There are differences in the expectations of law placement providers (law firms and Third Sector organisations) in respect of students’ skill and knowledge base. The students were explicit about the need to demystify the profession and are appreciative of experience with atypical law placement providers which expands their perceptions of the choices within a law career. Students have also indicated a positive alteration in their attitude to the role of reflective practice, which stimulated changes in their behaviour with respect to professional development.

The outcomes of the initial stage of this study have implications for law departments in higher education in the context of organising law placements, evaluating their effectiveness and their impact on student employability.

Teaching law has its specifics and already employs a number of methods: simulations, negotiation exercises, moots and debates. This paper explores ways of providing a more meaningful practical experience for undergraduate students by placing an emphasis on such elements of professional practice as drafting legal documents and preparing professional opinions, while introducing the complexity of the law profession. Solutions to the challenges faced by the institution in organising those placements are analysed. The study provides an analytical view on the effectiveness of law placements in relation to other widely used approaches to bridging the gap between the theory and practice of law.

This research explores the experiences of self-identified queer victims of intimate partner violence, their personal encounters with violence-response organizations, and the extent to which their gender/sexual identity impacted their willingness to disclose their abuse.

Eleven respondents were recruited from online queer social networking sites and were interviewed via e-mail or Skype.

All respondents identified as gender variant or had an abusive partner who identified as gender variant. All study participants reported having experienced physical abuse. Several reported sexual and emotional abuse. Respondents reported a reluctance to seek institutional support and intervention. Several respondents were unable to recognize abuse as abuse until much later. When asked about whether or not they sought intervention, most respondents in this study described a sort of isolation, where they perceived that they were facing prejudice and stigmatization, and risked being dismissed and delegitimized. Several respondents sensed that there simply were no organizations that were sensitized and available to queer-identified victims. Even if they had pursued help from existing institutions, several respondents communicated a doubt that they could truly be of service, since these institutions likely operated with heteronormative narratives and practices. Collectively, the respondents in this study describe experiences as victims of IPV that are clearly mediated by homophobia and cissism.

We emphasize the need for an “intersectional awareness” in scholarship and organizing surrounding IPV. We critique the state’s gender-based practices of violence intervention and propose alternative possibilities for more inclusive intervention and organizing on behalf of queer victims of violence.

The body of literature that exists on IPV among LGBTQ persons is small, and much of this literature is focused on how patterns of IPV differ from heterosexual violence. In exploring IPV among self-identified queer victims, we depart from most research on IPV in that our analysis is not so much concerned with the gender or sex assignment of the victim, but rather the gendered context in which the violence is playing out.