Search results

Serious incidents of violent disruption within the national young-persons’ prison estate endanger offenders, staff and visitors and have a significant impact. The purpose of this paper is to explore the function of and factors influencing violent disruptive behaviour.

In total, 21 young people (n=21) with a history of violence in custody were administered semi-structured interviews to explore the reasons for their behaviour. The data were explored using thematic analysis.

Six themes were identified: attitude and propensity for violence, perceptions and intolerance of others, consequences of violent behaviour, the physical environment, previous indicators, and protective factors.

The study is reliant on self-report and thus may reflect biases. The presence of a recording device may have had an impact on responses. Logistical practicalities meant participants were approached via an intermediary which may have impacted on a willingness to participate.

Several practical implications are identified: cognitive skills programmes which encourage consequential thinking, perspective-taking, communication skills and exploring alternative problem-solving strategies are of value. Shouting through doors and windows is a major source of provocation and should be addressed. The induction process provides opportunities for equality-awareness work. Gang membership issues are a major cause of violence, and attitudes around this should be addressed. Building trust between staff and young people helps reduce problems. Systems to provide access to facilities and to provide support to cope with stress and isolation may be of value.

This study uses a qualitative approach to exploring young people’s views on prison violence. The findings reflect previous research but strengthen the perspective that violence in prison serves several purposes for those involved and that violence-reduction strategies must be multi-modal to be effective.

Consequences of workplace bullying include increased stress, poor physical and psychological health and low job satisfaction. Workplace bullying is particularly prevalent in professions that may involve a degree of aggression. Despite this, little information exists about the nature of workplace bullying in a prison context. The current study aims to investigate the presence of workplace bullying at one British prison.

Employees (n=72) were invited to complete the Work Harassment Scale and the Work Stress Symptom Scale.

A standard multiple regression revealed that direct experience of bullying significantly predicted stress. Factor analyses identified four types of bullying experienced and three types of bullying witnessed by prison employees. Subsequent analyses revealed that experiencing one specific bullying behavior (i.e. dismissive of individual and their work) predicted physical, psychological and behavioral symptoms of stress. Witnessing one form of bullying (i.e. dismissive, personal attack and threats) also predicted the physical and psychological symptoms of stress.

The study is reliant on self reported data and employs a relatively small sample.

Dismissive behavior in particular is associated with employee stress. Interventions should prioritise this type of workplace bullying.

Few studies have considered the nature of workplace bullying in a prison context. The current study details the prevalence of bullying amongst prison employees, the extent to which bullying impacts on employee stress, and the components of bullying that may be most harmful.

Cassava production surged noticeably in Southeastern Africa beginning in the 1990s. The purpose of this paper is to examine the commercial responses and food security consequences of cassava production growth in the region.

The paper incorporates a mix of quantitative analysis, based primarily on original analysis of national farm household survey data, together with key informant interviews with value chain participants in the three neighboring countries of Malawi, Mozambique and Zambia.

In the cassava production zones, cassava's high productivity translates into per kilogram carbohydrate costs 60 per cent to 70 per cent of the cost of cereals such as maize and wheat, thereby opening up a range of profitable opportunities for commercialization of cassava‐based foods, feeds and industrial products. Despite this potential, cassava commercialization in Southeastern Africa remains in its formative stages, with only 10 per cent to 30 per cent of production currently marketed. Unlike West Africa, where cassava commercialization has centered on marketing prepared cassava‐based convenience foods, the emerging cassava markets in Southeastern Africa have centered on fresh cassava, low value‐added cassava flour, and experiments in industrial processing of cassava‐based starches, biofuels and feeds. Strategic investment in a set of key public goods (breeding, training in food sciences and food safety, and research on in‐ground cassava storage) can help to shape this transition in ways that benefit both commercial interests and the food security of vulnerable households.

The paper compares cassava commercialization across differing agro‐climatic zones, policy environments and food staple zones.

Middle level teachers, at times, link historical content with relevant English literature in interdisciplinary units. Elementary teachers periodically employ history-themed literature during reading time. Interconnections between language arts and history are formed with developmentally appropriate literature for students. Historical misrepresentations, however, proliferate in children’s literature and are concealed behind engaging narratives. Since literacy and historical thinking are essential skills, children’s literature should be balanced within, not banished from, the classroom. Using America’s peculiar institution of slavery as a reference point, this article examines children’s literature, identifies almost a dozen areas of historical misrepresentation, and proffers rich primary source material to balance the various misrepresentations. We provide teachers with reason for caution when including such literature; but also model how to locate, use, and, at times, abridge primary source material within an elementary or middle level classroom. Such curricular supplements provide balance to engaging but historically-blemished children’s literature and enable educators to attain the rigorous prescriptions of Common Core.

ISHM (UK) presented a technical meeting on this topic on the 23rd October 1982 at the Cunard International Hotel, London. The meeting was attended by some 50 engineers, both those involved in the field of hybrids and potential users. It was generally felt that this was a useful meeting but more especially that it would have appealed to many potential users of hybrids, had the right people been able to be contacted.

THE following abstract in tabular form has been prepared by some junior members of the Islington Public Libraries staff for the use of candidates in Section V. of the Library Association Examination. It does not pretend to do more than set out the chief provisions of the various Public Libraries Acts in a clear manner, as an aid to the memorization of the principal powers and duties conferred upon library authorities. The whole of the Acts can be purchased through any bookseller for 1s. 4½d., and every student of librarianship is advised to procure them.

[There are thousands of lists of books on special subjects, and nothing more is attempted here than to indicate the most useful. For other lists and bibliographies, reference must be made to the works in Section I. The catalogues of special libraries and the numerous lists of books on special subjects contributed to professional magazines must also be sought for there.]

To explore the advice given by the British Girl Guides Association, a popular girls' youth organisation, to urban members in the period from 1930 to 1960.

This article is based on an analysis of the Girlguiding publications The Guide and The Guider in 30 years spanning 1930–1960.

The article shows that, although rural spaces maintained symbolic position in the education and training of the British Girl Guides Association throughout the mid-twentieth century, the use of urban spaces were central in ensuring that girls embodied Guiding principles on a day-to-day basis. While rural spaces, and especially the camp, have been conceptualised by scholars as ‘extraordinary’ spaces, this article argues that by encouraging girls to undertake nature study in their urban locality the organisation stressed the ordinariness of Guiding activity. In doing so, they encouraged girls to be an active presence in urban public space throughout the period, despite the fact that, as scholars have identified, the post-war period saw the increased regulation of children's presence in public spaces. Such findings suggest that the organisation allowed girls a modicum of freedom in town Guiding activities, although ultimately these were limited by expectations regarding the behaviour and conduct of members.

The article builds upon existing understandings of the Girl Guide organisation and mid-twentieth century youth movements. A number of scholars have recently argued for a more complex understanding of the relationship between urban and rural, outdoor and indoor spaces, within youth organisations in the 20th century. Yet the place of urban spaces in Girlguiding remains under-explored.