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Purpose – The author investigates how those who have engaged in political violence in the UK understand Prevent’s preemptive rationality, and how Prevent conceptualizes the trajectory toward “terrorism” in relation to the testimony of those who have engaged in “terrorist” violence and were convicted of terrorism offences.

Methodology/Approach – The author takes the assumptions that Prevent makes about risk (from the Prevent Strategy and other documents), and tests these against the testimony of former combatants from “the Troubles.”

Findings – Despite the trajectory toward violence not being considered to differ fundamentally nor demonstrated through evidence to operate differently from one era to the next, the premise of Prevent’s assumptions of the movement into violence and former combatant testimony are entirely foreign to each other.

Originality/Value – Although militants from “the Troubles” (a conflict ending in 1998) and Prevent (established in 2003) are speaking about the same country and narrating their “truth” within five years of each other, the differences in how former combatants and Prevent understand the trajectory toward violence have not been considered. This has remained a significant omission of terrorism scholarship.

Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.

We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).

Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.

Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

This chapter evaluates the motivations that inform engagement in enterprise creation and operation by individuals experiencing poverty. An in-depth, empirical qualitative exploration of motives for enterprise amongst a sample of 42 people in the UK who are experiencing poverty conditions is presented. The results demonstrate that traditional push–pull thinking about enterprise motivation lacks nuance, specifically that the financial motive previously assumed to be prioritised in a context of resource deficit, in this research it was not. Second, push–pull motivations and intersections with intrinsic–extrinsic motivations are mapped, creating and developing a more refined understanding of enterprise motivations. Third, contexts and circumstances are recurrent factors reflexively informing motivations of those experiencing poverty and engaging in enterprise creation and operation.

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

This chapter addresses the following questions: To what extent do the socio-economic characteristics of circular/repeat migrants differ from the migrants who return permanently to the home country after their first trip (i.e. return migrants)? And, what determines each of these distinctive temporary migration forms? Using Albanian household survey data and both a multinomial logit model and a maximum simulated likelihood (MSL) probit with two sequential selection equations, we find that education, gender, age, geographical location and the return reasons from the first migration trip significantly affect the choice of migration form. Compared to return migrants, circular migrants are more likely to be male, have primary education and originate from rural, less developed areas. Moreover, return migration seems to be determined by family reasons, a failed migration attempt but also by the fulfilment of a savings target.