characterisation of the soft skills acquired by undergraduate students at almost the end of their academic career as a further characterisation of human capital. Specifically, we exploit the results from two tests of university students’ abilities in order to analyse the relations between learning skills (reached immediately before graduation in various university courses) and: (1) the personal and socio-economic characteristics of the tested individuals; and (2) the characteristics of the educational system up to university courses. The information about personal and background
Introduction This chapter focuses on all undergraduate students and the issues of racism faced by this student group in their university journey. In the chapter, we highlight Black and ethnic minority undergraduate students’ experiences of racism and racialisation in UK HEIs. The chapter is based on the premise that daily aggressions, racial and discriminatory challenges that are encountered by Black and minority ethnic students are often unacknowledged and not effectively addressed (for example, Haynes-Baratz et al, 2021 and Bunce et al, 2019 ). This
147 Journal of Gender-Based Violence • vol 1 • no 2 • 147–67 • © Centre for Gender and Violence Research, University of Bristol • #JGBV • Print ISSN 2398-6808 • Online ISSN 2398-6816 https://doi.org/10.1332/239868017X15090095609822 bystander research An exploratory study on the beliefs about gender-based violence held by incoming undergraduates in England Rachel Fenton, R.Fenton@exeter.ac.uk University of Exeter, UK Cassandra Jones, Cassandra.Jones@bristol.ac.uk University of Bristol, UK A growing body of research indicates that gender-based violence is a
463 Evidence & Policy • vol 2 • no 3 • 2006 • xx-xx © The Policy Press • 2006 • ISSN 1744 2648 Applying policy and evidence in developing cultural diversity teaching in undergraduate medical education in the UK Nisha Dogra1 and Richard Williams English This ar ticle reports on a study that explored the views of 61 medical education stakeholders about the teaching and learning of cultural diversity in UK medical schools. While a majority of the respondents were familiar with Tomorrow’s doctors, there is little evidence to suggest that it influenced the development
Society is undergoing change, and, as a result, social welfare services – including social work – are being transformed. This book explores the sociological basis of contemporary society and shows how social workers experience tensions and contradictions in practice.
The book uses case studies and self directed activities to enable students to relate sociology to daily lives. It explores key themes in turn, examining their relevance for social work and how they can be applied to practice, particularly in areas such as children and families, mental health, disability and older people.
Relevant and accessible, the authors explore aspects of class, ethnicity and gender and conclude with suggestions of how sociology can inform practice and enable social work to engage with processes of transformation.
The book provides essential material for students of social work and social care, at both undergraduate and postgraduate levels. It will also be relevant to social policy and sociology undergraduates.
This new edition of a widely-respected textbook examines welfare policy and racism in a broad framework that marries theory, evidence, history and contemporary debate. Fully updated, it contains:
• a new foreword by Professor Kate Pickett, acclaimed co-author of The Spirit Level
• two new chapters on disability and chronic illness, and UK education policy respectively
• updated examples and data, reflecting changes in black and minority ethnic demographics in the UK
• a post-script from a minority student on her struggle to make a new home in Britain
Suitable for undergraduate and postgraduate courses in social policy, sociology and applied social sciences, its global themes of immigration, austerity and securitisation also make it of considerable interest to policy and welfare practitioners.
This is the first book to draw together the evidence on the ‘case’ for skills and to examine the policies appropriate to achieving ‘skills for all’.
Learn to succeed: argues that raising skill levels is crucial to both economic success and social inclusion; demonstrates the benefits of higher skill levels to people, to companies and to communities; synthesises a wide range of materials in one convenient volume, providing a reference source on the issues; deals with the issues at both national and local levels; sets out a clear agenda for action.
Learn to succeed is essential reading for policy makers and practitioners in national, regional and local government departments and agencies, and is also recommended for students and academics on courses at undergraduate and graduate level in applied economics, education or public policy.
Responding to increasing interest in the movement of policies between places, sites and settings, this timely book presents a critical alternative to approaches centred on ideas of policy transfer, dissemination or learning. Written by key people in the field, it argues that treating policy’s movement as an active process of ‘translation’, in which policies are interpreted, inflected and re-worked as they change location, is of critical importance for studying policy. The book provides an exciting and accessible analytical and methodological foundation for examining policy in this way and will be a valuable resource for those studying policy processes at both undergraduate and post-graduate levels. Mixing collectively written chapters with individual case studies of policies and practices, the book provides a powerful and productive introduction to rethinking policy studies through translation. It ends with a commitment to the possibilities of thinking and doing ‘policy otherwise’.
The police increasingly need to work with other government agencies, the third sector, community organisations and the private sector, an approach known as “Plural Policing”. This book critically analyses the rise of this approach in England and Wales over the past decade, giving examples of national and international practice. Written by an author with experience in both practice and academia, it discusses the consequences of this approach for the historical model of policing provision and challenges views on how policing should be delivered in the future.
Part of Key themes in policing, a textbook series designed to fill a growing need for research-informed policing within Higher Education curriculums and in practice, edited by Megan O’Neill, Marisa Silvestri & Stephen Tong, this accessible text, aimed primarily at undergraduate students, will appeal widely across different modules and tie into important issues covered on all policing courses.
What are the current and future challenges in criminal investigation carried out by the police in the UK? How has the role of the detective changed over time and is there a real journey towards professionalism?
Written by an author with extensive practical and training experience, this book provides a comprehensive overview and critical analysis of the development and practice of criminal investigation. It examines decision-making within criminal investigations, from volume crime through to major and serious crime investigations and links investigative influences on policing with the evidence-based agenda. The book:
• discusses the move from the art and craft of detective work to a new science-based professionalism;
• contextualises the current position of investigation within the context of government austerity measures and the College of Policing and Government agendas;
• critically examines models of investigation such as the Core Investigative Doctrine and the Murder Investigation Manual;
• explores the legal framework for modern critical investigations and the role of the IPCC.
Part of Key themes in policing, a textbook series of evidence-based policing books for use within Higher Education curriculums and in practice, this book is suitable for policing and criminal justice programmes at undergraduate and postgraduate level.
