At the dawn of the twenty-first century, panic about girls’ offending in Britain reached fever pitch. No longer sugar and spice, a ‘new breed’ of girl, the hedonistic, violent, binge-drinking ‘ladette’, was reported to have emerged. At the same time, the number of young women entering the youth justice system, including youth custody, increased dramatically. Offending Girls challenges simplistic and demonising popular representations of 'bad' girls and examines what exactly is new about the ‘new’ offending girl. In the light of enormous social and cultural changes affecting girls’ lives, and expectations of them, since previous British research in this area, the book investigates whether popular stereotypes problematising female youthful behaviour resonate with the accounts of criminalised young women themselves, and to what extent they have infiltrated professional youth justice discourse. Through the lens of original detailed qualitative research in two Youth Offending Teams and a Secure Training Centre – the first study of its kind since the 'modernisation' of the youth justice system over a decade ago – Offending Girls questions whether the ‘new’ youth justice system is delivering justice for girls and young women. It also contends that the panic about an ‘unprecedented crime wave’ amongst girls is not supported by robust evidence, but that the interventionist thrust which characterises contemporary youth justice has had a particularly pernicious impact on girls. It will be key reading for students and academics working in the areas of criminology, criminal and youth justice, education, gender studies, youth studies, social work, sociology and social policy, as well as youth and criminal justice practitioners and policy-makers.
How do young women negotiate their identity in the shadow of a criminal past? What expectations can these women have and what constraints do they face in embracing change and reform? In this new book, Gilly Sharpe returns to the group of women interviewed in her bestselling book Offending Girls, to ask these questions and more. Building on wide-ranging interviews with young adult women who have experienced a highly punitive climate in both youth justice and welfare policy, this book analyses their vivid personal accounts of stigmatisation and devaluation as former lawbreakers, welfare claimants and mothers, and examines their gendered transitions from youth criminalisation into adulthood. Women, Stigma, and Desistance from Crime exposes how stigma, which is rooted in structural inequality and thrives in societies with deep economic and social divisions, devalues working-class and marginalised women and diminishes their lives. It offers a unique analysis of how criminal stigma is shaped by class-based condescension, welfare inaction and school-based disciplinary punishment, and reveals how stigma is reproduced over time across education, welfare, and penal institutions. Meticulously researched and the first study to examine how the lives of young women previously enmeshed in the youth justice system unfold as they transition to adulthood, this book will be of interest to scholars and students of criminology and criminal justice, sociology, social work, social policy, gender and youth studies, and to practitioners and policy-makers in these fields.
At the dawn of the twenty-first century, panic about girls’ offending in Britain reached fever pitch. No longer sugar and spice, a ‘new breed’ of girl, the hedonistic, violent, binge-drinking ‘ladette’, was reported to have emerged. At the same time, the number of young women entering the youth justice system, including youth custody, increased dramatically. Offending Girls challenges simplistic and demonising popular representations of 'bad' girls and examines what exactly is new about the ‘new’ offending girl. In the light of enormous social and cultural changes affecting girls’ lives, and expectations of them, since previous British research in this area, the book investigates whether popular stereotypes problematising female youthful behaviour resonate with the accounts of criminalised young women themselves, and to what extent they have infiltrated professional youth justice discourse. Through the lens of original detailed qualitative research in two Youth Offending Teams and a Secure Training Centre – the first study of its kind since the 'modernisation' of the youth justice system over a decade ago – Offending Girls questions whether the ‘new’ youth justice system is delivering justice for girls and young women. It also contends that the panic about an ‘unprecedented crime wave’ amongst girls is not supported by robust evidence, but that the interventionist thrust which characterises contemporary youth justice has had a particularly pernicious impact on girls. It will be key reading for students and academics working in the areas of criminology, criminal and youth justice, education, gender studies, youth studies, social work, sociology and social policy, as well as youth and criminal justice practitioners and policy-makers.
How do young women negotiate their identity in the shadow of a criminal past? What expectations can these women have and what constraints do they face in embracing change and reform? In this new book, Gilly Sharpe returns to the group of women interviewed in her bestselling book Offending Girls, to ask these questions and more. Building on wide-ranging interviews with young adult women who have experienced a highly punitive climate in both youth justice and welfare policy, this book analyses their vivid personal accounts of stigmatisation and devaluation as former lawbreakers, welfare claimants and mothers, and examines their gendered transitions from youth criminalisation into adulthood. Women, Stigma, and Desistance from Crime exposes how stigma, which is rooted in structural inequality and thrives in societies with deep economic and social divisions, devalues working-class and marginalised women and diminishes their lives. It offers a unique analysis of how criminal stigma is shaped by class-based condescension, welfare inaction and school-based disciplinary punishment, and reveals how stigma is reproduced over time across education, welfare, and penal institutions. Meticulously researched and the first study to examine how the lives of young women previously enmeshed in the youth justice system unfold as they transition to adulthood, this book will be of interest to scholars and students of criminology and criminal justice, sociology, social work, social policy, gender and youth studies, and to practitioners and policy-makers in these fields.
Podcasting for Learning in Universities details several examples of research to practice for the successful use of podcasts in Higher Education, drawing from studies in the UK, Australia and South Africa. The book offers a practical transferable model and guidelines for integrating podcasts in higher education contexts. There is a dedicated website at www.podcastingforlearning.com with further links and examples. "The sheer range of ideas for using podcasts shown by the case studies, will hopefully spark off a number of ideas for ways in which practice in one subject can be re-used in another. Case studies covering reflective learning, active learning, students voices, fieldwork, distance learning and learning transferable skills, show that podcasts are flexible enough as a medium to deliver effective learning outcomes regardless of the subject." ESCalate, 2nd October 2008. To read more of the ESCalate review click here. "This book is exactly what is required for a wide range of potential readers - it is practical, yet derived from research; it is focused on student learning, yet has a technical component; it is leading-edge, yet it draws on many case studies." Professor Robin Mason, The Open University, UK "I recommend this book to all academics in higher education." Peter Bullen, Ford Professor of Automotive Engineering, University of Hertfordshire, UK "This book shows how podcasts can help transform the teaching and learning experience in Higher Education...a blueprint for podcast use." Professor David Nicol, University of Strathclyde, Scotland "The students' views are represented strongly throughout the book, which helps to make it a compelling and extremely worthwhile read." Dr Linda Creanor, Glasgow Caledonian University, Scotland "Finally, a Podcasting Bible for education!" Mazlan Hasan, Senior Instructional Designer, National Institute of Education, Singapore "The 10-step pedagogic model for developing podcasting provides an essential step-by-step guide for anyone venturing into this area for the first time." Richard Wallis, TwoFour Learning "After reading this book, I am attracted to offering another flexible learning choice. Podcasting affords active learning whether individual, cooperative or collaborative contributions, either formal or informal." Denise Nelson, Course Designer, SIAST Virtual Campus, Canada Contributors: Marialuisa Aliotta, Simon Bates, David Bell, Keith Brunton, Chris Cane, Annette Cashmore, Claire Chambers, Brian Cox, Chris Dennett, Stuart Downward, Palitha Edirisingha, John Fothergill, Derek France, Martin Jenkins, Mark J. W. Lee, David Livingstone, Jo Lonsdale, Kenny Lynch, Raymond Macharia, Matthew Mobbs, Richard Mobbs, Nick Mount, Dick Ng'ambi, Ming Nie, Chris Ribchester, Libby Rothwell, Gilly Salmon, Nick Short, Adam Stevens, John Traxler, Belinda Tynan and Kim Whittlestone.
The world of learning and teaching is at a watershed; confronted by challenges to previous educational models. One learning future lies in impactful, purposeful, active online activities, or ‘e-tivities’, that keep learners engaged, motivated, and participating. Grounded in the author’s action research, E-tivities, 2nd Edition assuredly illustrates how technologies shape and enhance learning and teaching journeys. In this highly practical book, Gilly Salmon maintains her exceptional reputation, delivering another powerful guide for academics, teaching professionals, trainers, designers and developers in all disciplines. This popular text has been comprehensively updated; addressing key technological changes since 2002, offering fresh case studies and ‘Carpe Diem’ - a unique approach to learning design workshops. Readers will find E-tivities, 2nd Edition a wonderful resource on its own or as a companion to the author’s bestselling e-Moderating, 3rd Edition. Find e-tivities on the web at e-tivities.com or connect at gillysalmon.com
Marvel’s most powerful Super Hero, Captain Marvel, must battle an old enemy in this brand-new original novel with help from her friends Tony Stark, Spectrum, Hazmat and Spider-woman! CAPTAIN MARVEL IS ASKED FOR A SIMPLE FAVOR, BUT SHE SOON MEETS AN ADVERSARY WITH UNPARALLELED POWER. Tony Stark wants Carol to keep an eye on brilliant grad student Mara Melamed, who is struggling to find her feet at Empire State University. Although reluctant at first, Carol meets Mara and is soon impressed by the young woman. But trouble quickly finds Captain Marvel in the form of a controversial operating system from DigiTech—whose mysterious CEO only appears as a hologram. To make matters worse, one of Carol’s closest friends has been framed for murder. And Mara Melamed is at the tangled center of it all. Carol is driven to her darkest edge as she questions her identity and sense of belonging in the world. With her allies at her side, Carol must face her self-doubt and protect the world from impending doom.
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