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This chapter examines a development of the Social and Emotional Aspects of Learning (SEAL) material into a programme designed to empower schools to work in partnership with parents to help children and young people to be happy and successful in school. It provides evidence to suggest that the programme called Family Works has a significant impact on children's learning and consequently their attainment. There is also evidence that children's behaviour improves across all contexts and that there are positive gains in the development of social and emotional skills of the children engaged in the programme. Aspects of the programme are described in action within primary schools.

The growing awareness in the past few years of the increasingly acute nature of unemployment levels throughout industrial society has been reflected in the adoption by a variety of countries of a number of special work creation schemes for social groups experiencing particular difficulties in finding and sustaining employment. While cynical commentators in individual countries have dismissed in varying degrees such programmes as being essentially synonymous with the special employment measures of the Great Depression, there seems little obvious justification or merit in identifying, for example, Job Creation in Britain with the former Public Works Programme; the Neighbourhood Youth Corps, Emergency Employment Act and the more recent Comprehensive Employment and Training Act in the US with the New Deal Public Relief Acts or the “ArbeitsBeschaffungsMassnahmen” in Germany with the ReichsArbeitDienst. While the new schemes may at their weakest moments reflect a superficial similarity with aspects of such older programmes, there is little doubt that, in the main, job creation measures of whatever type, which have been introduced since the early 1970s, differ in scope, orientation and intention from their traditional public works predecessors. Such an interpretation seems not only to be supported by the fact that countries which introduced such schemes some years ago, are continually updating, revising and refining the structure and conditions of their programme and evaluating their performance in meeting the needs of the client groups but that such early experiences and their subsequent restructurings constitute examples of particular manpower policy initiatives which continue to be followed as operating models for countries newly embarking on programmes of a similar type.

This paper reports on the development of a framework for a standardized programme of works for construction projects. A sample of 50 buildings, encompassing a total of 11 different project functions, were surveyed and analysed. The sample was then investigated further to assess the existence of similarities and repeated operations in each individual construction project. A minimum of 20 standardized elemental options were identified. From analysis of the data and the application of practitioners’ expertise, a logical sequence of activities, including their respective dependencies, was produced. A set of six new test projects was used to see if the initial methodology was sound. It could be concluded that despite each project being unique, most buildings retain cognate, elemental options that provide the basis for any structure, and these can be standardized and used as a basis for a universal programme of construction works. The standardization of activities would enable the automation of project planning processes and hence would result in reduced administration and management costs. This will encourage contractors and other project team members to undertake planning at earlier stages of the project, hence providing the basis for more accurate cash flow, duration and cost forecasts.

Randomised controlled trials (RCTs) are acknowledged to provide the most reliable estimate of programme effectiveness, yet relatively few are undertaken in children's services. Consequently, there are few models with a demonstrated impact on child well‐being, leading to a concern not only that services may frequently be ineffective but also that some may be harmful. This article considers how this state of affairs has come into being and discusses potential remedies for improving both the knowledge base and the quality of interventions. It focuses on ‘operating systems’ that link prevention science and community engagement and so help communities, agencies and local authorities to choose effective prevention, early intervention and treatment models. Specifically, it describes an attempt in Ireland to implement a robust programme of research into children's health and development, to rigorously design new services, evaluate their impact to the highest standard (using RCTs)and integrate the results into the policy process. Based on the authors' extensive first‐hand experience of supporting the work, and the advice of international experts, the article reflects critically on the unforeseen challenges and offers lessons for others starting a similar enterprise.

This chapter explores the work of a library adult literacy programme working closely with other education providers in Risdon Prison in Australia. The Literacy Service operates as a form of outreach to the prison population who have low literacy levels and are not yet engaged in education or using the prison library. In this context, it is a form of radical inclusion, creating opportunities for those most disadvantaged to access learning. The library services help to create a literate environment for prisoners and provide opportunities for prisoners to increase their engagement in lifelong learning and everyday literacy practices, giving them a better chance of developing their literacy skills. Strategies explored for engaging this cohort include a range of creative projects, small group work and one to one tutoring. The Literacy Service has developed best practice approaches to deliver effective literacy support using strategies and approaches that align with research and these are adapted for work in the prison context. The Literacy Service approach is aligned with the wider prison goals of rehabilitation and reintegration and the chapter explores a theory of change to identify how prison education may be most effective in supporting rehabilitation (Szifris, Fox, & Bradbury, 2018). The library Literacy Service offers safe spaces, opportunities to create social bonds, reshape identity, engage in informal learning and set new goals – key elements found to be critical in rehabilitation. The Prison Library Impact Framework, developed by Finlay and Bates (2018), connects these elements with the theory of change model to propose a tool that may be useful to evaluate prison library services in the future.

Bertil Ohlin was a most active commentator on current economic events in the interwar period, combining his academic work with a journalistic output of an impressive scale. He published more than a thousand newspaper articles in the 1920s and 1930s, more than any other professor in economics in Sweden.

Here we have collected 10 articles by Ohlin, translated from Swedish and originally published in Stockholms-Tidningen, to trace the evolution of his thinking during the Great Depression of the 1930s. These articles, spanning roughly half a decade, bring out his response to the stock market crisis in New York in 1929, his views on monetary policy in 1931, on fiscal policy and public works in 1932, his reaction to Keynes’ ideas in 1932 and 1933 and to Roosevelt’s New Deal in 1933, and, finally, his stand against state socialism in 1935.

At the beginning of the depression, Ohlin was quite optimistic in his outlook. But as the downturn in the world economy deepened, his optimism waned. He dealt with proposals for bringing the Swedish economy out of the depression, and reported positively on the policy views of Keynes. At an early stage, he recommended expansionary fiscal and monetary policies including public works. This approach permeated the contributions of the young generation of Swedish economists arising in the 1930s, eventually forming the Stockholm School of Economics. He was critical of passive Manchester liberalism, ‘folded-arms evangelism’ as well of socialism while promoting his own brand of ‘active social liberalism’.

Desertion rates in Colombian universities remain unacceptably high. In the field of foreign languages, academic failure is particularly concerning since English language instruction is compulsory in most universities. To address the issue of poor student performance and high dropout rates, the University of Colombia has set up a peer tutoring scheme (PTS) for English as a foreign language (EFL) students in order to inform programme development. The paper aims to discuss this issue.

The study was informed by realist evaluation principles. Qualitative in-depth interviews were conducted with eight PTS stakeholders supplemented by documentary analysis of the programme’s publicity material on the PTS website. The data were analysed using thematic analysis.

Findings reveal discrepancies between the “espoused theory” about how the programme operates and the “theory-in-use”. In particular, according to stakeholders, the programme does not appear to be used by many of those EFL students who would benefit from it, which suggests that the programme is not as effective as it could be. Student and teacher contextual factors and mechanisms may explain the reasons for issues with programme effectiveness.

Formative evaluations such as the current study can provide rich contextual information, but cannot be generalised to other settings. Also, this study does not explore the perspective of peer tutors and tutees, which means key variables may have been overlooked. Further research into the perspectives of tutors and tutees would therefore be needed to firm up these conclusions.

Due to the scarcity of literature into EFL peer tutoring interventions in higher education (HE), it is hoped that these findings will have relevance for similar contexts. The current evaluation highlights the influence of contextual factors such as willingness to ask for help, student motivation, student priorities, tutor credibility, teacher workload, timetabling and scheduling issues and involvement from teachers on the success of open-access peer tutoring programmes for EFL students in higher educational settings.

As far the researcher is aware, this is the first evaluation of an EFL peer tutoring programme in a private HE context in Colombia, and one of only a handful of studies into EFL peer tutoring programmes. The findings therefore have implications for those working in similar contexts.

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.

A distinction must be drawn between a dismissal on the one hand, and on the other a repudiation of a contract of employment as a result of a breach of a fundamental term of that contract. When such a repudiation has been accepted by the innocent party then a termination of employment takes place. Such termination does not constitute dismissal (see London v. James Laidlaw & Sons Ltd (1974) IRLR 136 and Gannon v. J. C. Firth (1976) IRLR 415 EAT).

This study aims to examine the extent to which “What Works” reviews in youth justice enable understanding of the features of effectiveness (what works, for whom, in what circumstances and why?) specified in the Effects–Mechanisms–Moderators–Implementation–Economic cost (EMMIE) framework.

The EMMIE framework examined findings within a sample of “What Works” style reviews of preventative youth justice intervention effectiveness.

“What Works” style reviews of evaluations of preventative youth justice interventions often omit the requisite details required to examine all of the necessary elements of effectiveness contained within the EMMIE framework. While effectiveness measures were typically provided, the dominant evaluation evidence-base struggles to consider moderators of effect, mechanisms of change, implementation differences and cost-effectiveness. Therefore, “What Works” samples cannot facilitate sufficient understanding of “what works for whom, in what circumstances and why?”. The authors argue that Realist Synthesis can fill this gap and shed light on the contexts that shape the mechanisms through which youth justice interventions work.

The authors extended the approach adopted by an earlier review of effectiveness reviews (Tompson et al., 2020), considering more recent reviews of the effectiveness of preventative interventions using the EMMIE framework. Unlike previous reviews, the authors prioritised the utility of the EMMIE framework for assessing the factors affecting the effectiveness of preventative interventions in youth justice.