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The purpose of this paper is to assess whether mental health symptoms affect one-year reoffending rates upon release from prison for participants engaging in substance dependence treatment in the UK.

A retrospective cohort study was used to assess reconviction outcomes upon release. The Comprehensive Addiction and Psychological Evaluation (CAAPE) was administered to 667 inmates admitted to the programme. The effect of mental health, drug use, and static risk factors on reoffending was assessed at one-year post release.

Logistic regression analysis showed that symptoms of Major Depressive Disorder at the start of substance dependence treatment increased the likelihood to reoffend, whilst Obsessive Compulsive Disorder symptoms and length of sentence decreased the likelihood to reoffend. Antisocial Personality Disorder symptoms show a trend towards increasing the likelihood to reoffend. In addition, previously established risk factors for reoffending, including dependence on heroin, crack/cocaine, and poly drug use significantly increased the likelihood of reconviction.

Depressive symptomatology pre-treatment could affect reoffending outcomes for participants in substance dependence treatment in prison. An integrative approach addressing both substance misuse and mental health factors is pivotal. Future efforts to address both simultaneously can be made to improve assessment, training, treatment, and through care for prisoners in substance dependence treatment.

Few studies have assessed the effect of mental health factors on reoffending outcomes for offenders in substance dependence treatment. A large sample was studied in an understudied population of UK prisoners in substance dependence treatment. The results have implications for clinical settings where mental health symptoms are not addressed concurrently with substance dependence. This finding can inform policy makers and practitioners who provide substance dependence treatment in prison.

This article explores the little understood practice of school interior design and the manner in which school interiors give form to ideas about what the work of children and teachers could and should look like. Its focus is a perceived link between the concepts of school work made material in the design of new twenty‐first century learning environments and those expressed in the design of Modernist progressive schools such as Richard Neutra’s Corona Ave, Elementary School, California. The article’s impetus comes from current interest in the inter‐relationship between the design of physical learning environments and pedagogy reform as governments in Australia and internationally, work to transform teaching and learning practices through innovative school building and refurbishment projects. Government campaigns, for example the UK’s Schools for the Future Program and Australia’s Victorian Schools Plan, use a promotional rhetoric that calls for the final dismantling of the cellular classroom with its industrial model of work so that ‘different pedagogical approaches and the different ways that children learn [can] be represented in the design of new learning environments’, in buildings and interiors designed to support contemporary constructivist‐inspired pedagogies.

I feel therefore that the estimated calcium intakes of children and adults may probably be too high. It has been stated that if we take all our rations of milk and cheese, then our calcium intake now is no worse than it was before the war. That is probably true, if we eat all our rations. The point I would like to make however, is this. Assuming our calcium intakes are the same now as before the war, they are still below optimum. The correction of this calcium deficiency cannot at present be done by increasing the rations of the calcium foods, and so some other means had to be found. The Government decided, in the interests of national health, to fortify bread with calcium. With this extra calcium they considered that the majority of people, rich and poor alike, would be able to ingest at least a bare minimum of calcium. By adding it to bread, a cheap staple food, it brought this important mineral within reach of the poorer classes who were and are in need of it most. This step has aroused a certain amount of controversy, so let us examine the facts.

Reports on studies, which were carried out in two urban schools in the UK, of the nutritional composition of mid‐day meals taken by primary schoolchildren. Describes how the nutritional analyses indicated that all of the meals provided an excess of the energy from components such as fat and sugar, whereas some of the meal choices provided a less than adequate supply of minerals and vitamins such as iron, calcium and folate. The meals included hot meat and non‐meat dishes and sandwiches. Makes comparisons with standards provided by the Caroline Walker Trust.

The purpose of this paper is to examine how first-tier suppliers in multi-tier supply chains adapt their vertical and horizontal relationships to reduce the risk of slavery-like practices.

Using Archer’s morphogenetic theory as an analytical lens, this paper presents case analyses adduced from primary and secondary data related to the development of relational anti-slavery supply capabilities in Brazilian–UK beef and timber supply chains.

Four distinct types of adaptation were found among first-tier suppliers: horizontal systemisation, vertical systemisation, horizontal transformation and vertical differentiation.

This study draws attention to the socially situated nature of corporate action, moving beyond the rationalistic discourse that underpins existing research studies of multi-tier, socially sustainable, supply chain management. Cross-sector comparison highlights sub-country and intra-sectoral differences in both institutional setting and the approaches and outcomes of individual corporate actors’ initiatives. Sustainable supply chain management theorists would do well to seek out those institutional entrepreneurs who actively reshape the institutional conditions within which they find themselves situated.

Practitioners may benefit from adopting a structured approach to the analysis of the necessary or contingent complementarities between their, primarily economic, objectives and the social sustainability goals of other, potential, organizational partners.

A range of interventions that may serve to reduce the risk of slavery-like practices in global commodity chains are presented.

This paper presents a novel analysis of qualitative empirical data and extends understanding of the agential role played by first-tier suppliers in global, multi-tier, commodity, supply chains.

The purpose of this paper, building on the work of Aubé et al. (2009, 2011) who developed a four-dimension model of counterproductive behaviors in team settings, is to examine the team-level consequences of these behaviors. More specifically, the authors investigate the mediating role of collaboration, a key component of teamwork, in the counterproductive behaviors–team performance relationships.

Using a multisource approach and a team-level design, data were gathered from 101 work teams (381 members and 101 immediate supervisors). The study was conducted within a Canadian public safety organization.

Results show that the four dimensions of counterproductive behaviors are negatively related to team performance. Moreover, results indicate that each of these relationships is completely mediated by a decrease of collaboration among members. Taken together, the results of this study show that the presence of counterproductive behaviors within teams constitutes a collective phenomenon which affects not only team members, but also the functioning and effectiveness of the team as a whole.

This study differs from previous studies mainly by adopting a multidimensional conception of counterproductive behaviors and focusing on consequences of these behaviors on the team as a system. In practical terms, the results suggest that the presence of counterproductive behaviors may require team-level interventions (e.g. team building) in addition to individual interventions with individuals involved.

Obesity among primary school children is an area of current concern throughout the UK, alongside much discussion surrounding the opportunities and challenges of effecting change. School meals may contribute to obesity, tending to be high in fat and sugar and lacking in essential nutrients. The primary purpose of this study is to investigate the success of a healthy eating programme and to examine the work that had been done to identify areas where further work was required, where lessons might be learned for future campaigns and areas where further research would be useful.

The current study uses a case study approach to examine food provision and education within a primary school in Edinburgh, which adopts a healthy eating programme based on the guidelines of Hungry for Success. Within the case study, both quantitative and qualitative methods were used, including semistructured interviews, recipe analysis and observational research.

Results indicate some considerable success has been achieved and more ways in which healthy eating can be promoted within the school have been identified. The manner in which change can most effectively be implemented is explored and some indicators for future work highlighted. In addition, results indicate that slow subtle change will be more effective than well intentioned attempts to achieve the ideal in a peremptory manor and that persistence is likely to play a key role.

The study was carried out in one school where the school meals were prepared on an in‐house basis. Nonetheless, looking at ways in which effective change in children's eating habits and food choices can be achieved on a small scale provides some useful pointers for future research with schools where meals are prepared by contract caterers.

The paper focuses on a healthy eating programme.

This paper aims to explore graduate student experiences of ecohealth communities of practice in Canada, West and Central Africa and Central America, to better understand the role of student knowledge in advancing innovative practices in transdisciplinary, participatory and equitable research approaches.

This ethnographic analysis builds on observations of graduate student participants in ecohealth communities of practice activities, along with 26 in-depth interviews conducted in 2011 with graduate students and professionals trained in ecosystem approaches to health. Interviews are transcribed by the author, and coded and analyzed using a grounded theory approach.

Although ecohealth communities of practice open new space for students to experiment with innovative practices in transdisciplinary, participatory and equitable research approaches, the surrounding disciplinary, top-down structure of academic and professional careers continue to pose significant obstacles to how students can take up the principles of ecohealth in practice. Through their collective experiences of these obstacles, students have considerable knowledge about the opportunities and constraints that the ecohealth communities of practice afford; however, this student knowledge has not yet been systematized or adequately mobilized.

Student knowledge gained through shared experiences of ecohealth communities of practice appears to be a critical, necessary and underused component in working on systemic change in the structure of sustainability leadership in higher education. However, more research is needed to understand how greater emphasis could be placed on putting students in charge of confronting the conditions of their own training, to collectively produce alternatives that challenge dominant structural norms.

The ethnographic approach re-centers student voices within debates about the relevance of ecohealth communities of practice for realizing the aims of transdisciplinary, participatory and equitable research approaches within the context of international sustainability challenges and graduate training.

The purpose of this paper is to explore why and how to involve community stakeholders to achieve sustainability in heritage tourism operations.

A conceptual model and three propositions are created based on stakeholder theory and the social capital perspective.

The study highlights the challenges facing heritage tourism operators and recommends that these organizations focus on inter-stakeholder group collaboration, participative decision making, responsibility and benefits sharing, and building an institutional power structure to involve hosting communities for sustainable operations.

Instead of approaching from the traditional philosophic perspective at the overall societal level, community involvement is studied at individual organizational level to provide more specific recommendations on how tourism companies can empower and involve community stakeholders.

This is one of the first studies to synthesize the constructs of organizational motivation, community empowerment, community involvement, and sustainable tourism operations in an integrated model to explore their relationships.