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The purpose of this paper is to consider what safeguarding responses to discriminatory abuse and hate crime might learn from existing research on restorative justice and to drive practice development based on available evidence.

This paper is based on a scoping review of literature using four academic databases and reference harvesting. This comprised a critical appraisal of 30 articles, which were thematically analysed to appreciate the benefits and challenges of restorative justice responses to hate crime and how this might inform safeguarding responses to discriminatory abuse and hate crime.

The analysis identifies four domains where learning can be drawn. These relate to theory on restorative justice; restorative justice practices; perspectives from lived experience of restorative justice and hate crime; and an appraisal of critiques about restorative justice.

This paper connects the emerging evidence on restorative criminal justice responses to hate crime to the “turn” towards strengths-based practices in adult safeguarding. Although this provides a fertile environment for embedding restorative practices, the authors argue certain precautions are required based on evidence from existing research on hate crime and restorative justice.

This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a number of young graduates as they completed their studies and embarked upon career of choice.

The approach adopted is defined and discussed as one of “common sense”. Alongside the notion of “common sense” the paper deploys two further concepts, “convention” and “faith” necessary to complete a rudimentary methodological framework. The narratives which are at the heart of the papers are built in such a way as to contain not only the most significant substantive issues raised by the graduates themselves but also the tone of voice specific to each.

Five cases are presented; the stories of five of the graduates over the course of one year. Story lines that speak of learning about the job, learning about the organisation and learning about self are identified. An uneven journey into a workplace community is evident. “Fragmentation” and “cohesion” are the constructs developed to reflect the conflicting dynamics that formed the lived experience of the transitional journeys experienced by each graduate.

Whilst the longitudinal perspective adopted overcomes some of the major difficulties inherent in studies which simply use “snap shot” data, the natural limits of the “common sense” approach restrict theoretical development. Practically speaking, however, the papers identify issues for reflection for those within higher education and the workplace concerned with developing practical interventions in the areas of graduate employability, reflective practice and initial/continuous professional development.

The series of papers offers an alternative to orthodox studies within the broader context of graduate skills and graduate employment. The papers set this debate in a more illuminating context.

Examines “total outsourcing” – taking over the whole facilities management problem – as a service offered by an outside commercial company, ranging from financial management through technical systems management to total facilities management. Explores the compatibility of provider and purchaser, and staff involvement, among other possible pitfalls which potential purchasers would be well advised to take into account. In short, caveat emptor.

The aim of this small‐scale focus group study is to explore the impact the Human Papilloma Virus (HPV) vaccine has on attitudes towards HPV, cervical cancer and sexual risk taking amongst university students in the UK.

Participants were recruited through advertisements placed on notice boards throughout the campus of the University of Leeds. The study sampled purposively to obtain two groups of ten men and two groups of ten women. A total of 34 people attended the sessions. The missing participants gave no reason for the absence. Those who agreed to take part were aged 19‐24 and were from a range of academic courses. Ethical approval was sought and approved by the Medical School Ethics Committee at the University of Leeds.

Participants saw HPV as being distinct from genital warts. This led to a duality in their view of the vaccine, which they saw as a cancer vaccine for schoolgirls and as an STI vaccine in relation to people of their own age, and thus believed it would cause sexual complacency among young adults. There was a fear that the HPV vaccine would reinforce gender bias, reinforcing the idea that females are responsible for sexual health. They maintained that mass media campaigns were more effective than sex education for improving sexual health knowledge and practices.

With the exception of chlamydia screening, this age group tends to be ignored in sexual health promotion campaigns. This small‐scale study provides insights that can inform larger studies and help tailor future health education campaigns on HPV for this audience.

The purpose of this scoping review is to analyse comparative studies on social-policy measures implemented during the COVID-19 pandemic in Global North welfare states. The authors also consider the potential influence of the regimes on the responses.

The authors conducted a scoping review of six databases including peer-reviewed comparative studies. In an iterative process with exact inclusion criteria, the authors screened 699 titles/abstracts/articles and found 16 comparative research articles to be included in the review and analysis. The review summarises the main themes of the comparative articles and the articles' typical features.

The results show that social-policy measures were directed specifically at working-age people to minimise income loss and to save jobs. The pandemic also increased care-related responsibilities, necessitating the expansion of current policies and the implementation of new instruments. Despite the differences in responses between universalistic and residual welfare states, the influence of welfare regimes on COVID-19 social-policy measures remains unclear. The emergency responses in the different regimes varied widely in terms of coverage.

The results of this review provide a basis on which to conduct future studies, identify new research topics and knowledge gaps and inspire new research questions and hypotheses. Given the accumulation of scientific knowledge in the area of social-policy measures, the need for systematic reviews will grow in the future.

The authors identified three main themes: changes in employment protection, changes in care-related income protection and the potential influence of welfare-state regimes on COVID-19-related measures.

In March 1994 British Gas began a major restructuring of its UK gas business. In place of the 12 regions there are now five business units – gas transport and storage, public gas supply, contract trading, servicing, installation and retailing. Addresses issues relating to the retailing business. Discusses how selective targeting of customers has helped the company to achieve an increase in sales orders and a more accurate customer profile, and has contributed to the success of The Gas Collection catalogues.

To provide an understanding of how video recording can be used to mediate university level teacher development for language learning in diverse classrooms.

This study draws on cultural historical activity theory (Engeström, 1999) and the subsequent professional development literature to conceptualize video as a tool for self-reflection and critique to further learning. This chapter outlines how video analysis can be used in inservice teacher education to investigate the micro- and macro-interactions with English learners.

We found that utilizing various forms of analysis on a single video from the classroom can help teachers build connections between the micro and macro processes and implications of language in classrooms with English learners. Additionally, by studying videos of classroom activities, teachers learn how linguistic theories and particular instructional and assessment tools can be implemented in their own classrooms.

Videos can be a powerful tool for teacher educators and professional development experts because they allow for the analysis and reflection of a variety of analytic levels. Additionally, this study provides evidence that videos can be used to anchor otherwise discrete university coursework and bring cohesion and collaboration throughout the curriculum.

A central tenet for safer communities is having a healthy police force. This study aims to understand what police forces should and need to be doing to safeguard police officer wellness by examining the existing scientific evidence on police well-being.

Drawing on the Scale for the Assessment of Narrative Articles, this paper has adopted a case study approach to examine effective practices and approaches for safeguarding police officer wellness.

The research presented in this paper yields fours themes, providing contemporary evidence for responding to and safeguarding police officer wellness.

This paper yields several implications for policy and practice. An evidence-based approach to be adopted by policing organisations for dealing with police officer wellness. An improvement to police officer support and prevention of stigma towards those who are suffering from poor mental health. Training for police managers in dealing with police officer wellness. Continuous monitoring and evaluation of police organisation efficacy in dealing with police officer wellness.

Much has been written about police officer mental health and well-being over the past decade, yet arguably, there has been limited attention paid to assessing the evidence and making sense of what this growing volume of research is advocating. This paper seeks to address this deficit in the research and provide a review of the published research with regards to police wellness.

The authors propose that a digital instructional delivery format of lesson study (LS) may have the potential to amplify particular aspects of traditional, face-to-face LS.

This is a qualitative case study, using data triangulation, member checking and an inductive approach to open-coding utilizing grounded theory to identify codes and themes.

Digital tools promoted LS and learning, allowing for rigorous collaboration, synchronous observations, data collection and feedback, leading to deeper understanding.

Digital tools used in the online LS process changed how instructional planning can be researched, analyzed and written collaboratively and impacted the fluidity of a lesson, the ease of observation and reflection, student engagement and the researchers' and students' ability to share ideas in real time.

LS can be integrated into online teacher education programs to engage students in online learning and promotes engagement, peer interaction and student voice. The use of these digital tools is not restricted just to remote instructional contexts.

LS reduces teacher isolation, builds a collaborative community of teachers and increases instructional motivation. Educators across schools, universities or districts can integrate online LS into remote teacher education programs and online courses.

This study is original work that has not been published elsewhere.