Black and minority ethnic sex offenders

In the past ten years or so there has been a growing concern that the treatment needs of Black and Minority Ethnic (BME) sex offenders in prison are not being appropriately met. Underpinning this concern is the continued under representation of BME sex offenders on the Sex Offender Treatment Programme (SOTP). Although some research has been undertaken into how BME prisoners experience the SOTP and in to its ostensible effectiveness with BME sex offenders, little is known about why the take-up of the SOTP is poor with this group. In this paper we first consider some specific demographic issues that need to be understood in order to reflect more widely on the BME sex offender in prison. We then summarise what is currently known about effective practice with this group, thereafter we consider, in turn, current provision for BME sex offenders in England and Wales and suggestions for developing practice with this group of men. However, before we turn to these issues, it is important to consider briefly issues of terminology. Terminologies in relation to ethnicities and race are fraught with conceptual difficulties. Aspinall has highlighted the limitations of ‘pan-ethnic’ groups, such as ‘BME’; such groupings are ‘statistical collectivities’ and ‘the groups thus defined will be nothing more than meaningless statistical collectivities that do not represent any of the constituent groups within the term.’ . However, at the outset of this paper we use the collective term BME - this term is currently used by a number of Government Departments in the UK, including the Prison Service. Later we suggest that a more sophisticated understanding of ethnic cultures may be necessary to develop practice with BME sex offenders.</p

The BME male sex offender in prison: overrepresentation and under-participation

This paper is derived and developed from two recent papers that I prepared jointly with two colleagues (Cowburn, Lavis, &amp; Walker, 2008b; Cowburn, Lavis, &amp; Walker, 2008a). This paper uses and re-works some of this material. The paper will first present a demographic profile of the male sex offender population in the prisons of England and Wales. It will then present evidence in relation to the non-participation of the Black minority ethnic (BME) group of offenders in the Prison Service’s Sex Offender Treatment Programme (SOTP). Following this data relating to BME sex offenders who have participated in the SOTP will also be discussed. The paper will then move onto develop a theory to understand some aspects of this non-participation and to suggest ways in which the participation of BME sex offenders in the SOTP may be encouraged and developed.</p

Motivations, Capability Handicaps and Firm Responses in the Early Phase of Internationalization from Emerging Economies: A study in the Indian Pharmaceutical Industry

This paper identifies and analyses the motivations, capability handicaps and responses of a sample of Indian pharmaceutical firms in the early phase of internationalization. It distinguishes between the experiences of two types of internationalisers –initial internationalisers and later internationalisers - in the industry. It argues that the initial internationalisers face several discontinuities vis-a-vis the experience of meeting the needs of domestic market. They need to cultivate new capabilities by leveraging on whatever is available within the firms and the external environment. Their capability to cultivate depends on their internal processes to absorb the new experiences. The later internationalisers do not experience these handicaps. They can benefit from the industry experience and congregate capabilities to move faster. Their capability to congregate depends on the initial endowments of the founders. Based on its findings, the paper outlines scope for further research in capability building for internationalization in the context of emerging economies.

Falling through the (cultural) gaps?

In this paper we report findings of a study of online participation by culturally diverse participants in a distance adult education course offered in Canada, and examine two of the study’s early findings. First, we explore both the historical and cultural origins of “cyberculture values” as manifested in our findings, using the notions of explicit and implicit enforcement of those values. Second, we examine the notion of “cultural gaps” between participants in the course and the potential consequences for online communication successes and difficulties. We also discuss theoretical perspectives from Sociolinguistics, Applied Linguistics, Genre and Literacy Theory and Aboriginal Education that may shed further light on “cultural gaps” in online communications. Finally, we identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator’s participation and interaction online

Negotiating cultures in cyberspace

In this paper we report findings of a multidisciplinary study of online participation by culturally diverse participants in a distance adult education course offered in Canada and examine in detail three of the study's findings. First, we explore both the historical and cultural origins of "cyberculture values" as manifested in our findings, using the notions of explicit and implicit enforcement of those values and challenging the assumption that cyberspace is a culture free zone. Second, we examine the notion of cultural gaps between participants in the course and the potential consequences for online communication successes and difficulties. Third, the analysis describes variations in participation frequency as a function of broad cultural groupings in our data. We identify the need for additional research, primarily in the form of larger scale comparisons across cultural groups of patterns of participation and interaction, but also in the form of case studies that can be submitted to microanalyses of the form as well as the content of communicator's participation and interaction online

An Ambivalent Embrace: Service Needs and Gaps for Asian Immigrants in New Destinations

Asian immigrants to the U.S. are settling in new destinations, but there has been little research on their health care and social service needs. Our analysis of Census data to identify cities with the fastest Asian immigrant population growth (1990-2000) yielded 33 smaller cities in 13 states. The cities ranged in population from 7,677 to 86,660; were spread across 13 states in the Northeast, South, and Midwest regions of the US; and varied widely demographically. Pilot surveys conducted in 2009 indicated that, although many residents had positive attitudes towards immigrants, many were also concerned about job competition and dilution of American culture. Respondents reported a number of immigrant-targeted services but also service gaps and intergroup violence. We characterize smaller new destination cities\u27 mixed response to their fast-growing immigrant populations as an ambivalent embrace. Service gaps may be related to small city size and relatively small Asian immigrant population size, despite rapid population growth. Funding shortages were also cited as obstacles to cities\u27 responsiveness, suggesting the importance of state and federal government aid

Mentoring the Mentors: Implementation and Evaluation of Four Fogarty-Sponsored Mentoring Training Workshops in Low-and Middle-Income Countries.

A growing body of evidence highlights the importance of competent mentoring in academic research. We describe the development, implementation, and evaluation of four regional 2-day intensive workshops to train mid- and senior-level investigators conducting public health, clinical, and basic science research across multiple academic institutions in low- and middle-income countries (LMICs) on tools and techniques of effective mentoring. Sponsored by the Fogarty International Center, workshops included didactic presentations, interactive discussions, and small-group problem-based learning and were conducted in Lima, Peru; Mombasa, Kenya; Bangalore, India; and Johannesburg, South Africa, from 2013 to 2016. Mid- or senior-level faculty from multiple academic institutions within each region applied and were selected. Thirty faculty from 12 South America-based institutions, 29 faculty from eight East Africa-based institutions, 37 faculty from 14 South Asia-based institutions, and 36 faculty from 13 Africa-based institutions participated, with diverse representation across disciplines, gender, and academic rank. Discussions and evaluations revealed important comparisons and contrasts in the practice of mentoring, and specific barriers and facilitators to mentoring within each cultural and regional context. Specific regional issues related to hierarchy, the post-colonial legacy, and diversity arose as challenges to mentoring in different parts of the world. Common barriers included a lack of a culture of mentoring, time constraints, lack of formal training, and a lack of recognition for mentoring. These workshops provided valuable training, were among the first of their kind, were well-attended, rated highly, and provided concepts and a structure for the development and strengthening of formal mentoring programs across LMIC institutions