Female prisoners, aftercare and release : residential provision and support in late nineteenth century England

This article examines the release and aftercare of female prisoners in England during the late nineteenth century. Primarily it seeks to illuminate the use of residential provision for women who had been released from both convict and local prisons, contrasting the two systems and suggesting how such institutions may have affected the women's subsequent offending. The research presented here draws on two sets of data, the material on local prisons uses a case study of female prisoners at Stafford prison (Turner, 2009; 2011) and the convict prison data draws on the licensing and release of female convicts collated for a recent ESRC funding project on the costs of imprisonment (Johnston & Godfrey, 2013a). This article outlines and reflects upon aftercare and residential provision for women leaving prison, during a period when a woman released from prison was regarded as 'the most hopeless creature in the world' (Reverend William Morrison cited in Gladstone Committee Report, 1895). Aftercare and support was variable for those leaving local prisons, but for convict women released on conditional licence to a refuge, this could offer them the opportunity to build a new life after release

Follow up study of 129 first grade children

Thesis (Ed.M.)--Boston Universit

Co-creative media: theorising digital storytelling as a platform for researching and developing participatory culture

This paper considers the question, 'what is co-creative media, and why is it a useful idea in social media research'? The term 'co-creative media' is now used by Creative Industries researchers at QUT to theoretically frame their use of digital storytelling as an action research platform for investigating participatory new media culture. Digital storytelling is a set of collaborative digital media production techniques that have been used to facilitate social participation in numerous Australian and international contexts. Digital storytelling has been adapted by Creative Industries researchers at QUT as a platform for researching the potential of vernacular creativity in a variety of contexts, including social inclusion of marginalized and disadvantaged groups; inclusion in public histories of narratives that might be overlooked; and articulation of voices that otherwise remain silent in the formulation of social and economic development strategies. The adaption of digital storytelling to different contexts has been shaped by the reflexive, recursive, and pragmatic requirements of action research. Amongst other things, this activity draws attention to the agency of researchers in facilitating these kinds of participatory media processes and outcomes. This discussion serves to problematise concepts of participatory media by introducing the term 'co-creative media' and differentiating these from other social media production practices

Specialist business skills of international students

This paper follows on from that presented at the last BEST conference in Edinburgh (Higson & Hamilton-Jones(2004)). At that stage, the authors outlined their initial research work with students studying on the yearlong International Foundation programmes. at three local FE Colleges allied to Aston University. The research (funded by the University's Teaching Quality Enhancement Funds (TQEF) involved questionnaires and interviews with staff and students (the latter all from overseas). it aimed to identify ways to improve the learning experience of students on the International Foundation programmes, to aid their smooth transition to full degree programmes in Business and Management and to improve the progression rates of such students while studying at Aston. The initial research findings were used to design a module for those students' progress to degree programmes in Aston Business School. This paper discusses how the module was designed, its content and the assessment methods used to help determine whether students are achieving the learning outcomes. The basic principle was to identify areas of study where the International Foundation Programme students needed help in order to improve their learning styles to assist them with the requirements of other modules that they would be studying during their time at Aston. Particular emphasis was put on the need to develop active learners who were not disadvantaged by their lack of awareness of UK culture and society and who were as comfortable performing written work under examination conditions or presenting orally as their UK counterparts. An additional aim was to prepare these students for the placement year which was a compulsory part of their degree. The module, therefore, comprises a range of inputs for a number of staff, a company visit, weekly reflective learning leading to Personal Development Plan (PDP) work, formal examinations, presentations, group work •and individual case studies. This paper also reports on the initial reaction of the students and tutors to the new learning experience with currently 30 participants undertaking the module. Provisional findings suggest that the International Foundation programme has prepared the students well for degree-level work and that as a group of international students they are much more analytical and, after studying the module interactive than their counterparts who have come directly onto Aston degrees. It has shown them still to be quite passive learners, comfortable with facts and lecture-style learning environments, but less comfortable when asked to use their own initiatives. Continuing progress needs to be made in terms of encouraging them to develop a reflective approach to learning with the students taking some time to feel comfortable with an analytical approach to learning. In addition, im account of the students' reactions to having to work through a formal (PDP) and the results of their first assessments will be provided. At Aston, this work is being used as a pilot to recognise good practice with regards to work with further groups of international students. it is hoped that this would have widespread application across the sector

Are the Health of the Nation's targets attainable? Postal survey of general practitioners' views

The Health of the Nation's targets were introduced by the government in 1992 as part of a strategic approach to health.1 We aimed, in 1996, to elicit the views of general practitioners on the attainability of these targets

Disability and the Victorian Prison: Experiencing Penal Servitude.

This article uncovers the hidden experience of prisoners with physical disabilities in the Victorian prison system. This is a largely under-researched area, hampered by both the limitations of historical records of prisoners and the lack of interest in social histories of disability.1 Borsay suggests that this lack of interest is due partly to the relatively recent development of social history, but also that social history has tended to focus upon the social experiences of everyday life directed towards the socio-political inequalities of poverty, class, gender and race.2 Histories of disability have thus continued to be marginalised and that ‘social exclusion has been matched by intellectual exclusion’.

Effects of strategies to promote children\u27s physical activity on potential mediators

The aim of this paper is to review evidence of the effectiveness of interventions that present physical activity outcomes and potential mediators of behavioural change among 4&ndash;12-year-old children. A systematic search of electronic databases for original research articles published in peer-review journals between January 1985 and the end of June 2006 was carried out. A total of 19 studies that reported intervention effects on physical activity and mediators of behavioural change were identified. The most common mediators reported included physical activity knowledge or beliefs (11 studies); self-efficacy (8 studies); and enjoyment or preference for physical activity (6 studies). Less frequently reported mediators included attitudes, behavioural capability, intentions, outcome expectancies, social norms, social support and self-concept. Seven of the 11 interventions that reported intervention effects on knowledge/beliefs stated positive changes in this mediator. Four of the eight studies that reported intervention effects on self-efficacy had significant improvements; however, only two out of six interventions reported significant improvements in physical activity enjoyment or preference. None of the studies reviewed reported whether changes in these constructs mediated changes in children\u27s physical activity behaviours. Although more than half of the studies reviewed reported a positive intervention effect on children\u27s physical activity, no study carried out a mediating analysis to attempt to identify the mechanisms of change. Future research should more clearly identify the mediators of behavioural change that are being targeted and whether this explains intervention effects.<br /

Palaeoclimate Change

Level 3 (BSc) module with lectures and practical