Margaret Malloch – författare

The prison has often been the focus for concerns about human rights violations, and campaigns aimed at achieving social justice, for those with an interest in the criminalisation of women. To reduce the number of women imprisoned, a range of policy initiatives have been developed to increase the use of community-based responses to women in conflict with the law. These initiatives have tended to operate alongside reforms to the prison estate and are often defined as ‘community punishment’, ‘community sanctions’ and ‘alternatives to imprisonment’. This book challenges the contention that improved regimes and provisions within the criminal justice system are capable of addressing human rights concerns and the needs of the criminalised woman.

This book aims to provide a critical analysis of approaches and experiences of penal sanctions, human rights and social justice as enacted in different jurisdictions within and beyond the UK. Drawing on international knowledge and expertise, the contributors to this book challenge the efficacy of gender-responsive interventions by examining issues affecting women in the criminal justice system such as mental health, age, and ethnicity. Crucially, the book will engage with the paradox of implementing rights within a largely punishment-orientated system.

This book will be of interest to those taking undergraduate and post-graduate courses that examine punishment, gender and justice, and which lend themselves to an international / comparative aspect such as criminal justice/criminology, (international) criminal justice courses; sociology as well as professional training for practitioners (criminal justice, social work, health) who work with women in the criminal justice system.

The prison has often been the focus for concerns about human rights violations, and campaigns aimed at achieving social justice, for those with an interest in the criminalisation of women. To reduce the number of women imprisoned, a range of policy initiatives have been developed to increase the use of community-based responses to women in conflict with the law. These initiatives have tended to operate alongside reforms to the prison estate and are often defined as ‘community punishment’, ‘community sanctions’ and ‘alternatives to imprisonment’. This book challenges the contention that improved regimes and provisions within the criminal justice system are capable of addressing human rights concerns and the needs of the criminalised woman.

This book aims to provide a critical analysis of approaches and experiences of penal sanctions, human rights and social justice as enacted in different jurisdictions within and beyond the UK. Drawing on international knowledge and expertise, the contributors to this book challenge the efficacy of gender-responsive interventions by examining issues affecting women in the criminal justice system such as mental health, age, and ethnicity. Crucially, the book will engage with the paradox of implementing rights within a largely punishment-orientated system.

This book will be of interest to those taking undergraduate and post-graduate courses that examine punishment, gender and justice, and which lend themselves to an international / comparative aspect such as criminal justice/criminology, (international) criminal justice courses; sociology as well as professional training for practitioners (criminal justice, social work, health) who work with women in the criminal justice system.

After the collapse of the Berlin wall in 1989 and disintegration of the Soviet Union, scholars focused on the problems of legal transitions within the newly emerging democracies. Two decades on, these states are in ‘post-transition’ conditions; having undergone and continuing to experience political, economic and constitutional upheavals to varying degrees. This book provides an interdisciplinary perspective on this largely unexamined topic.

Part I of the book sets the scene with a socio-historical overview and a theoretical chapter; both of which contextualise the book within current debates and provide the theoretical direction of the book as a whole. The later chapters set out contrasting perspectives and consist of themed essays on individual legal systems, investigating these through approaches ranging from socio-legal study to political economy. The book aims to refine important directions for the comparative conceptual study of criminal law policy and processes of criminalisation in emerging democratic states. The result is a significant contribution to the understanding of this subject in the fields of criminology, law, philosophy and political science.

The book will appeal to academics, policy-makers and practitioners who are attempting to grapple with the area of "transitions" in the fields of criminology, law, philosophy and political science. As a distinctively interdisciplinary text, it brings together analysis of both the social processes of creating (and abandoning) criminal law and a philosophical reflection. The book provides a comprehensive and critical analysis which points to future directions in criminalisation in the emerging democratic states of Eastern Europe.

After the collapse of the Berlin wall in 1989 and disintegration of the Soviet Union, scholars focused on the problems of legal transitions within the newly emerging democracies. Two decades on, these states are in ‘post-transition’ conditions; having undergone and continuing to experience political, economic and constitutional upheavals to varying degrees. This book provides an interdisciplinary perspective on this largely unexamined topic.

Part I of the book sets the scene with a socio-historical overview and a theoretical chapter; both of which contextualise the book within current debates and provide the theoretical direction of the book as a whole. The later chapters set out contrasting perspectives and consist of themed essays on individual legal systems, investigating these through approaches ranging from socio-legal study to political economy. The book aims to refine important directions for the comparative conceptual study of criminal law policy and processes of criminalisation in emerging democratic states. The result is a significant contribution to the understanding of this subject in the fields of criminology, law, philosophy and political science.

The book will appeal to academics, policy-makers and practitioners who are attempting to grapple with the area of "transitions" in the fields of criminology, law, philosophy and political science. As a distinctively interdisciplinary text, it brings together analysis of both the social processes of creating (and abandoning) criminal law and a philosophical reflection. The book provides a comprehensive and critical analysis which points to future directions in criminalisation in the emerging democratic states of Eastern Europe.

The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development.

Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning.

In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress.

The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development.

Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning.

In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress.

The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning.

Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades.

Part 1: Theoretical perspectives of learning and work

Part 2: Intersections of learning and work in organisations and beyond

Part 3: Learning throughout working lives and beyond

Part 4: Issues and challenges to learning and work

The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning.

Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades.

Part 1: Theoretical perspectives of learning and work

Part 2: Intersections of learning and work in organisations and beyond

Part 3: Learning throughout working lives and beyond

Part 4: Issues and challenges to learning and work

The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning.

Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades.

Part 1: Theoretical perspectives of learning and work

Part 2: Intersections of learning and work in organisations and beyond

Part 3: Learning throughout working lives and beyond

Part 4: Issues and challenges to learning and work

The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development.

Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning.

In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress.

The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

The book offers a well-grounded vision of the significant theory and application of the concept of Capability as a lifecourse and lifespan development. Capability is argued to be a necessary 21st century process and outcome (PROUT) of all learning development and activities across formal and informal places. Capability has been defined as a way of understanding people and organisations through their holistic approach which moves beyond Competence to show how potential ability, self-efficacy, and values, as basic, intertwined elements lead to how Capable People and Capable Organisations offer flexibility and adaptability in action.It presents the case for Capable Four-Dimensional Learners who can thrive in various situations to solve unfamiliar problems and challenges. These learners have developed and can demonstrate Lifelong commitment to learning. In addition, four-dimensional learners need to experience a broad range of areas of Lifewide learning. Further, learners need to include learning of some aspects in depth, that is, Lifedeep learning. An understanding of the impact of technology, as a significant element in human learning beyond being operational tools, as Lifetech learning is vitally necessary. How this four-dimensionality relates to better sustainability awareness and application through personal and organisational Capability is outlined.This book emerged from many years of theory development and research with critical examination of the Capability Concept and its application as a Learning Model. It is written for students, teachers and administrators at all levels of Education, and everyone interested in human learning theory and application.