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The purpose of this paper is to describe and discuss the use of specifically‐developed, inquiry‐based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de‐bug code, analyse data issues and discover “illegal” behaviour. The applications are based around industry case studies and are functioning systems. They have been designed with a view to supporting the teaching, learning and assessment within the database curriculum at Leeds Metropolitan University. The students are required to use investigative methods to discover and address the issues. Additionally, the exercises are intended to give experience of industrial work such as evaluation, testing and de‐bugging of software.

The applications were designed and developed by final year Computing students as part of their final year project. They were required to identify appropriate methodologies and techniques. The team “adopted”, developed and further evaluated the applications with a view to using them in teaching.

The initial feedback is that students like the exercises; they initially may not realize there is anything “wrong” with the applications and enjoy discovery of issues. The exercises have raised their awareness of data quality, data integrity and improved their confidence to question results from reports and queries.

The intention is to build a “bank” of learning objects which mimic real computing and computing‐forensic tasks.

The changing reference environment and reference staffing have been the topic of several articles in the library literature, discussions at the American Library Association conferences and a recent conference offered twice by Library Solutions Inc. of Berkeley, California, entitled Rethinking Reference. Libraries are looking closely at the model at Brandeis University of eliminating the reference desk and replacing it with an information desk with research consultations with librarians taking place in an office. Larry Oberg urges librarians to stop thinking of the reference desk as a key reason for being a librarian. He contends that paraprofessionals can and do perform well at a reference desk, freeing librarians to concentrate on higher‐level tasks. These discussions and examples demonstrate a variety of solutions academic libraries have taken regarding the changing face of reference, and the evolving roles of reference librarians in moving towards the electronic library. The electronic library brings us new options and new opportunities and as a result librarians need to develop new ways of thinking and organizing reference services.

This paper aims to examine the role that personal cultural orientations play in customer attributions in intercultural service encounters.

A conceptual model was developed depicting the relationships between service delivery outcome, personal cultural orientations and customer attributions. Data were collected from 640 Chinese and Western customers using scenario-based experiments in a restaurant context to assess the hypothesized relationships in the model.

The findings show that compared to service delivery success, customers tend to hold service employee and firm responsible for service delivery failure rather than themselves and cultural differences. Moreover, personal cultural orientations partially moderated the influence of the service delivery outcome on customer attributions.

Future research could adopt different methodologies such as critical incident techniques and surveys to replicate the study.

Service firms are recommended to design programs to influence customer attributions such as “customer education programs” and “customer appreciation programs” to achieve high customer satisfaction.

This study examines the differences in customer attributions between successful vs unsuccessful service delivery. It also sheds light on the potential moderating role of personal cultural orientations on the relationship between service delivery outcome and customer attributions.

The death of John F. Kennedy (JFK) was one of the most remarkable facts of the second half of the twentieth century. Not surprisingly, it was reflected numerous times in popular culture, including in popular music. In this chapter, I discuss songs published in the 1963–1968 period in which the image of JFK was represented as an idea, a cultural motif or a political myth created, transformed and maintained by artistic means. In song lyrics, a real person (who was a genuinely influential politician) was portrayed as a person who acquired a certain mythical status, stemming from JFK's charismatic features and augmented by his tragic death. Thus, separate from the real political career as the president, JFK serves as a kind of mythological structure used by several artists to generate meanings and mirror cultural iconography present in American culture.

The purpose of this discussion paper is to describe the transition over the past five years of a highly specialist group treatment programme to a tiered public health delivery model within the offender personality disorder (OPD) pathway. The focus of this journey of transformation has been the Challenge programme, currently the only OPD specialist service for men with sexual convictions in the community in England and Wales, and now a pan-London service.

More than 600 high-risk men with sexual convictions are screened into the OPD pathway and reside currently in the community across London. The programme leads have developed a triage model – based on the wider OPD model – that applies the principles of the least intervention necessary and the most effective use of limited resources.

Preliminary informal feedback was sought on the new consultation approach and innovative joint casework delivery models. The model of care is discussed in relation to the preliminary feedback, which was encouraging in terms of satisfaction with the consultation service and in terms of the people on probation who found that participating in the joint casework enhanced their working relationship with offender managers. The consistent use of a single model of care and a careful triage approach across the city to working with this group of individuals is still in development. Early feedback suggests that the service has to potential to be effective, but establishing this requires formal evaluation.

Practice implications include the need to address the lack of confidence that many practitioners report when working with people with sexual convictions. Virtually delivered group consultation may enhance the development of skills as it may providing a flexible toolkit for delivery.

This practice paper describes the only specialist community service for men with high-risk, high-harm sexual convictions and personality difficulties in the UK.

This is a discussion paper describing the reflections of clinical leads within well-established intensive intervention and risk management services (IIRMS). IIRMS has developed in the past five years, with a small number of services leading in the development of a psychologically informed case management approach to working with individuals released from prison on probation licence, who have a history of high risk, high harm violent convictions linked to pervasive psychological and interpersonal problems.

Clinical leads of three services considered a period of 23 months up to December 2019, in which the outcomes for all individuals on their caseload at that time were reviewed. Reflections on the themes included the reasons for a premature return to prison and emerging themes for those who appeared to be successfully resettled.

Approximately one-third of the individuals were returned to prison, and for most, this occurred within the first 18 months of release. There was considerable unanimity between clinical leads regarding the themes, and problems with relative youth, substance misuse, relationship difficulties, managing transitions and complacency featured. There were four themes identified in those who appeared to have settled successfully in the community.

The identified themes provide key learning that will be enshrined in an updated version of the guidance for all IIRMS, with the overall aim of reaching out and engaging with a group of individuals who are most at risk of exclusion from services.

Although there are limitations associated with the informal approach of this paper, the reflections of the clinical leads have provided a valuable addition to the very limited empirical literature in this field.

This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.

Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.

The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.

This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Various researchers (Bennis, 1999; Birks, Budden, Stewart, & Chapman, 2014; Boggs, 2003; Burns, 1978; Gill & Jones, 2013; McPhail, 2002) have studied executive leadership and the cultures such leaders govern. Other studies have considered workplace bullying and its impact on the target (Branch, Ramsay & Barker, 2007; Hollis, 2015; Keim & McDermott, 2010; Klein, 2009). However, the voice of the president is often missing from such studies on workplace bullying and the culture that causes these distractions. Therefore, this narrative qualitative study collects the stories of six community college presidents to better understand how even the most executive officer can be the target of workplace bullying. The findings reveal that presidents endure workplace bullying from collective populations such as the faculty or the community. Further, the board of trustees can act as or enable a bully that has a deleterious impact on the presidents and the communities they serve. The findings from this narrative qualitative study may prove informative to candidates considering such presidential or chief executive positions as well as to boards of trustees who are critical to any president’s success.

The purpose of this study was to understand the types of texts currently being used and recommended within the field of leadership education. Data triangulation methods were used to identify academic and popular texts for a content analysis. Themes emerged relating to context, writing style, method, and content.