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Academic literature portrays prison officers in various ways: as insensitive figures lurking in the background (Cohen & Taylor, 1972), as brutes prone to violence (Kauffman, 1988) or more positively as noble people struggling to get the job done as best as they could (Thomas, 1972). Traditionally, the role of the prison officer is overshadowed by stereotypical views of male officers being uneducated, brutish and insensitive (Crawley, 2004a). Officers were traditionally recruited to the service from a military background, an environment that is as structured and disciplined as the working conditions in the prison service. Women have worked in the prison service for many years, although historically they were confined to administration roles and were in the main, invisible. After the passing of Peel's Gaol Act (1823), only female officers could work in women's prisons, and male governors were replaced with matrons. At the time, it was felt that female demureness, good temper and compassion would rub off on the female prisoners and that reformed prisoners would emulate their behaviour (Zedner, 1991).

In England and Wales, there is a growing body of literature related to prison officers (Arnold, 2005; Crawley, 2004a; Liebling & Price, 2001; Liebling, Price, & Shefer, 2011; Tait, 2008); however, none of this is dedicated to female prison officers. Arguably, this could be due to the fact that the profession has traditionally been recognised as a male occupation, and therefore the prison officer literature has been dominated by the thoughts and actions of men. Consequently, we know little of female prison officers' experiences of working in male-dominated, masculine organisations. In particular, we know very little about female prison officers' perspectives on gender-specific issues, such as pregnancy and motherhood while working in these institutions, either on their own or the women prisoners they work with. Drawing on qualitative research in a women's prison, this chapter will focus on female prison officers as mothers and their roles and relationships with women in prison who are also mothers. The chapter will explore how gendered experiences such as pregnancy, miscarriage, child birth and child-rearing (of both the officers and women prisoners) can create unique emotional burdens for some female officers, impacting their working role, home life and relationships with the women they work with. The chapter will go on to illustrate the ways in which these female officers manage or mismanage their emotions whilst presenting as professional in this male-dominated workplace.

To outline the paradoxes and contradictions inherent in debates about sport, alcohol, and addiction. It appears that a growing number of sportspeople suffer from addiction to alcohol and other drugs while at the same time alcohol use is widely sanctioned and celebrated in sport. The high-profile falls from grace are a public display of a more insidious, problematic relationship to drugs and alcohol in sport, yet cultural change is often difficult given long standing associations between sport and alcohol.

In the first part of the chapter, the key themes in the drugs, alcohol, and sport debate (notably health and ethics) are discussed. In the second part, some of the relationships between sport and alcohol, such as sponsorship and the cultural sanctioning of particular forms of drinking and masculine identities are examined. In the third, the issues of drug and alcohol addiction and recovery, and the implications for sport and sporting identities are discussed.

The chapter reveals the tensions that underpin the social contexts of drug and alcohol use and misuse in sport. The chapter suggests that a recalibration of popular understandings of masculinity in sport may provide a safe space through which to share battles with alcohol and addiction.

Discussion of the paradoxes and contradictions inherent in the relationships between sport and alcohol have important implications for a discussion and analysis of addiction and alcohol in sport, and for sport and social policy, health promotion, and social care more broadly.

This chapter reports the results of a 20-year longitudinal study of how American unions have adapted their internal administrative practices to meet the significant external challenges they face. In previous scholarly work, researchers have reported that the administrative practices of American unions were far more informal, ad hoc, and political than those of business, government, and other nonprofit organizations. The authors’ 2010 survey asked US-based national and international unions to provide data concerning their internal administrative practices. The results were compared with findings from similar surveys conducted in 1990 and 2000. The results of these surveys indicate a steady increase in unions’ adoption of more formal personnel policies, budget practices, strategic planning processes, and efforts to evaluate planned activities over the 20-year period studied. They also indicate that unions increasingly recruit individuals meeting college, technical, and professional qualifications. Taken together, the results suggest a recognition on the part of many unions that adapting their internal administrative practices to the new realities they face is a fundamental and a necessary part of any effort at organizational renewal.

The question of why workers support unions is one of the most fundamental in employment relations. Using Ajzen’s Theory of Planned Behavior we conduct a selective review of literature and evidence on union voting, joining, and participation. We focus primarily on the question of motivation as stemming from self-interest or from pro-social considerations. Secondary attention is given to the influence of others’ views (subjective norms) and worker perceptions that they can achieve desired behaviors (perceived control or self-efficacy). We find support for the notion that workers are concerned with neither member self-interest (“just us”) alone, nor pro-social (“justice”) alone, but rather that they are motivated to form, join, and participate by both considerations. This micro-foundation for considering unions as institutions suggests that unions are neither narrow self-interested institutions nor purely pro-social movements, but “a little bit of both.” We offer propositions and consider implications for theory, practice, and future research.

Narrative criminology has continued to expand as an important theoretical and methodological contribution to the study of crime and justice. However, the vast majority of narrative work focuses on the narrative development of those identified as criminal offenders, and little research has explored the narratives of those employed within the criminal justice system. This chapter examines the importance of police storytelling and the unique narratives vital to the cultural life and institution of policing. Police stories are an important part of the ‘meaning-making structure’ in policing and often convey particular power well beyond the limitations of formal organizational or agency policy. Police stories frequently influence understandings of the nature of social problems; community change and decay; and even understandings of race, class, and gender. Police narratives and stories also offer some unique methodological challenges for narrative scholars. Analysis of police stories must focus on the underlying plot details while still analysing the themes or metaphors provided by the narrative. This may require specific attention to the role the story plays in police culture, training, and development of organizational cohesion. Furthermore, narrative researchers must explore the shared narratives distinctive to the profession, while still examining unique meanings that stories convey to different departments and even specialized units. Finally, access to police organizations and individual officers can represent unique challenge for narrative researchers. By examining police narratives, we gain unique insight into the production and maintenance of police authority and culture accomplished through the storytelling process.

Although a significant body of work has amassed that explores the antecedents, correlates, and consequences of employee turnover in organizations, little is known about how employees go about quitting once they have made the decision to leave. That is, after the decision to voluntarily quit their job is made, employees must then navigate through the process of planning for their exit, announcing their resignation, and potentially working at their company for weeks after their plans to resign have been made public. Our lack of understanding of the resignation process is important as how employees quit their jobs has the potential to impact the performance and turnover intentions of other organizational members, as well as to harm or benefit the reputation of the organization, overall. Moreover, voluntary turnover is likely to increase in the coming decades. In this chapter, we unpack the resignation process. Specifically, drawing from the communication literature and prior work on employee socialization, we develop a three-stage model of the resignation process that captures the activities and decisions employees face as they quit their jobs, and how individual differences may influence how they behave in each of these three stages. In doing so, we develop a foundation upon which researchers can begin to build a better understanding of what employees go through after they have decided to quit but before they have exited their organization for the final time.

The contribution explores the methodology, strategies and activities of inter-institutional partnership among university, school, territory initiated by the Degree Courses in Primary Education Sciences of the University of L’Aquila. It illustrates the experiences of an active partnership undertaken at the five-year, single-cycle Degree Course after the reform introduced in Italy by the law 249 of September 2010 aimed at encouraging local development in a national and international perspective (Bologna Process, 1999). These activities focus on the need to strengthen the cultural and professional profile of future teachers through curricular and extracurricular activities involving the use of cultural heritage goods, tangible and intangible, of the territory. The aim is to renew methodological approaches to ‘science teaching’ through the use of appropriate technologies that make it possible to realize the process of teaching-learning adequate to provide the multi-lettered of the XXI Century with sets of skills and knowledge more and more updated. The contribution focuses, in particular, on the project titled ‘Museum in … click! – Cognitive processes and new technologies applied to archaeological heritage in museums for cultural fruition qualitatively appreciable’. This project involved University, Superintendence of Archaeological Heritage (SAH) of Abruzzo and local schools in a partnership where teachers and students from schools of the territory were busy in direct training to build educational proposals and multimedia products for their peers to improve the quality of use of cultural goods involved. The project, funded by the Ministry of Cultural Heritage and Activities and Tourism – Ministero dei Beni e delle Attività Culturali e del Turismo (MIBACT), provides a good example of practices within a partnership model that feeds a teaching system where the different skills of the stakeholders interact inside a common cultural area pursuing the same goals.