A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the manual. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993.

The relationship between crime and community has a long history in criminological thought, from the early notion of the criminogenic community developed by the Chicago sociologists through to various crime prevention models in research and policy. This book offers a useful theoretical overview of key approaches to the subject of crime and community and considers the ways in which these have been applied in more practical settings. Written by an expert in the field and drawing on a range of international case studies from Europe, North America, Australia and Asia, this book explores both why and how crime and community have been linked and the implications of their relationship within criminology and crime prevention policy. Topics covered in the book include: the different crime prevention paradigms which have been utilised in the "fight against crime", the turn to community in crime prevention policy, which took place during the 1980s in the UK and US and its subsequent development, the particular theoretical and ideological underpinnings to crime prevention work in and with different communities, the significance and impact of fear of crime on crime prevention policy, different institutional responses to working with community in crime prevention and community safety, the ways in which the experience of the UK and US have been translated into the European context, a comparison between traditional western responses to the growing interest in restorative and community-based approaches in other regions. This book offers essential reading for students taking courses on crime and community, crime prevention and community safety and community corrections.

At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design, and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned. The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives, and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorization of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work. This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.

The concept of individual responsibility has taken on a signi?cance comparable to that of 'choice' in the global rise of neo-liberalism of the late 20th and early 21st centuries. The rise of neo-liberalism is most often analysed through the lenses of theory, governmentality and societal structures. There has been a tendency for an- ysis to become overly abstract with the subjective experiences of the social actors missing dimensions in the literature. This book draws on more than 20 years of international research that has focused on the subjective experiences of people as actors in changing social landscapes. These landscapes are differently positioned politically, economically and socially, in relation to the rise of neo-liberalism. Comparisons enable the differences in people's experiences to be located, explored and explained in relation to different soc- economic landscapes, thus throwing into relief the effects of neo-liberal policies where they are found. My approach is to create an extended dialogue between ideas and evidence, starting close to home, and then extending to speci?c international comparisons and to wider explorations of the central themes of the book: human agency and social responsibility. Finally, I return to social landscapes of Britain, to review the position and potential for social change in societies that exemplify what Sennett has termed 'Anglo-American regimes', in contrast to 'Rhine regimes' as exempli?ed by Germany.

"Studying Society" is an introductory undergraduate level textbook which helps students to develop study skills as well as an understanding of the principles of social research and how these principles link to social theory.
"Studying Society" guides students in learning how to:
- Formulate questions
- Look for answers
- Understand the methods by which information is collected
- Critically evaluate information sources
- Communicate the results of their work to others
"Studying Society" encourages students to recognize that the study of society involves a systematic and considered approach to the collection and generation of knowledge, that a wide variety of sources can be utilized in this process and that each source has a unique part to play. In developing these skills, "Studying Society" explores the use of both traditional media, and new information and communication technologies. Throughout the book there is an emphasis on applying the problems and solutions presented, to "real world" issues. This involves the use of examples and exercises which are immediately relevant to the undergraduate experience, to everyday life and to the contemporary concepts which are studied by the social scientist.
This coherent and up-to-date text will be an invaluable learning tool for students of any discipline which involves the study of human beings and their societies.

This book offers a useful theoretical overview of key approaches to the subject of crime and community and considers the ways in which these have been applied in more practical settings. Written by an expert in the field and drawing on a range of international case studies from Europe, North America, Australia and Asia, this book explores both why and how crime and community have been linked and the implications of their relationship within criminology and crime prevention policy. Topics covered in the book include: the different crime prevention paradigms which have been utilized in the ‘fight against crime’ the turn to community in crime prevention policy, which took place during the 1980s in the UK and US, and its subsequent development the theoretical and ideological underpinnings to crime prevention work in and with different communities the significance and impact of fear of crime on crime prevention policy different institutional responses to working with community in crime prevention and community safety the ways in which the experiences of the UK and US have been translated into the European context a comparison between traditional western responses to the growing interest in restorative and community-based approaches in other regions. The new edition has been fully revised and updated to include discussion of the rise of populist politics and the centrality of ‘crime’ and ‘disorder’ as a divisive element used in populist political rhetoric; the politics of austerity and the management of crises – economic, environmental and COVID-19 and the subsequent lockdowns; the impact of Black Lives Matter, MeToo and Extinction Rebellion; the significance of social media and virtual community; the further erosion of civil liberties and the right to protest; and racialized US policing practices and police-related deaths. This book offers essential reading for students taking courses on crime and community, crime prevention and community safety and community corrections.

This book is based on the work of a European partnership, whose members came together from Belgium England Finland Germany Portugal and Greece with the support of funding from the EU Socrates Programme. Our goal was to work collaboratively to generate new ways of thinking about the situation of people aged between 14 and 25 who are at risk of (or experiencing) social exclusion, set in the context of a unique international analysis of policies, contexts and perspectives on the problems of social exclusion in Europe and the challenges of promoting lifelong learning among those who have rejected it early in life. We set out to examine programmes which help people to RE-ENTER pathways of education and training, but ended with approaches which are better characterised by their ability to RECONNECT people, not only to opportunities in the social structures but also to each other and to their communities We have developed new models and guidelines based on analysis of the best of European practice using the distinctive approaches of 'situated learning'. By an iterative and collaborative method of working, we have arrived at the concept and approaches of Learning Communities Centred on Practice (LCPs), which lie at the heart of this volume.

This book offers a useful theoretical overview of key approaches to the subject of crime and community and considers the ways in which these have been applied in more practical settings. Written by an expert in the field and drawing on a range of international case studies from Europe, North America, Australia and Asia, this book explores both why and how crime and community have been linked and the implications of their relationship within criminology and crime prevention policy. Topics covered in the book include: the different crime prevention paradigms which have been utilized in the ‘fight against crime’ the turn to community in crime prevention policy, which took place during the 1980s in the UK and US, and its subsequent development the theoretical and ideological underpinnings to crime prevention work in and with different communities the significance and impact of fear of crime on crime prevention policy different institutional responses to working with community in crime prevention and community safety the ways in which the experiences of the UK and US have been translated into the European context a comparison between traditional western responses to the growing interest in restorative and community-based approaches in other regions. The new edition has been fully revised and updated to include discussion of the rise of populist politics and the centrality of ‘crime’ and ‘disorder’ as a divisive element used in populist political rhetoric; the politics of austerity and the management of crises – economic, environmental and COVID-19 and the subsequent lockdowns; the impact of Black Lives Matter, MeToo and Extinction Rebellion; the significance of social media and virtual community; the further erosion of civil liberties and the right to protest; and racialized US policing practices and police-related deaths. This book offers essential reading for students taking courses on crime and community, crime prevention and community safety and community corrections.

At the heart of this book is the rapid pace of change, the need to invest in and create good jobs and support the learning that this entails. It brings together a range of socio-cultural perspectives to examine the hard issues in relation to digitalisation, identity, work design, and affordances for learning, mediated by the ecosystems within which work, and the workplace is positioned. The contributors take a strong social justice perspective that seeks to uncover commonly held assumptions about where the responsibility for workplace learning lies, how to understand workplace learning from a range of different perspectives, and what it all means for practitioners and researchers in the field. The first section sets the scene in its theorization of the role and place of workplace learning in the context of changing circumstances. The second section brings together a rich collection of investigations into workplace learning that address the challenges of rapidly changing circumstances. In the final section, authors consider what workplace learning in changing circumstances means for change practitioners, the changing roles of human resource practitioners, and for workers and quality work. This volume will appeal to graduate and post-graduate students, and academics as well as practitioners such as adult educators, and human resource personnel.

A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the manual. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993.

A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the manual. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993.

: A Basic Course in Russian, Book Two, Sixth Edition, takes a contemporary approach to language learning by focusing on the development of functional competence as well as the expansion of cultural knowledge. The sixth edition of this bestselling communicatively based text for Russian has been updated by putting a greater focus on contemporary culture and simplified, visual grammar explanations that will better engage students. The program also covers the basic morphology of Russian (declension, case government, conjugation). The program has been the bestseller as a college Russian textbook through five editions since 1993. Following on from Golosa One, Golosa Book Two is divided into ten units, organised thematically and each unit contains dialogs, texts, exercises, and other material designed to enable students to read, speak, and write about the topic, as well as to understand simple conversations. The systematic grammar explanations and exercises enable students to develop a conceptual understanding and partial control of all basic Russian structures. This strong structural base enables students to accomplish the linguistic tasks and prepares them for further study of the language. Free audio and video resources are also available at www.routledge.com/ 9780367612825 including the Instructor Resources. Print and eTextbooks are accompanied by a Student Workbook and a rich companion website (www.routledge.com/cw/golosa) offering audio and video material, instructor resources and fully integrated exercises to use alongside the text. The companion website, powered by Lingco, is fully available for separate purchase from Lingco. Teachers can preview the new companion websites and create their courses. For resources on how to set up and customize your course, please visit the Help Center on the Lingco Language Labs website at www.lingco.io. It includes articles that explain how the platform works and what you can do with it. Students may join their teacher's course on Lingco and will be able to enter their access code or purchase access at any point in the 14-day grace period that begins on the first date of access. Students receive 12 months of access that begins after a free 14-day grace period. Book Two is designed to bring students to the ACTFL Intermediate range in speaking (A2/B1 on the CEFR scale).

: A Basic Course in Russian, Book Two, Sixth Edition, takes a contemporary approach to language learning by focusing on the development of functional competence as well as the expansion of cultural knowledge. The sixth edition of this bestselling communicatively based text for Russian has been updated by putting a greater focus on contemporary culture and simplified, visual grammar explanations that will better engage students. The program also covers the basic morphology of Russian (declension, case government, conjugation). The program has been the bestseller as a college Russian textbook through five editions since 1993. Following on from Golosa One, Golosa Book Two is divided into ten units, organized thematically. Each unit contains dialogs, texts, exercises, and other material designed to enable students to read, speak, and write about the topic, as well as to understand simple conversations. The systematic grammar explanations and exercises enable students to develop a conceptual understanding and partial control of all basic Russian structures. This strong structural base enables students to accomplish the linguistic tasks and prepares them for further study of the language. Free audio and video resources are also available at www.routledge.com/ 9780367612825 including the Instructor Resources. Print and eTextbooks are accompanied by a Student Workbook and a rich companion website (www.routledge.com/cw/golosa) offering audio and video material, instructor resources and fully integrated exercises to use alongside the text. The companion website, powered by Lingco, is fully available for separate purchase from Lingco. Teachers can preview the new companion websites and create their courses. For resources on how to set up and customize your course, please visit the Help Center on the Lingco Language Labs website at www.lingco.io. It includes articles that explain how the platform works and what you can do with it. Students may join their teacher's course on Lingco and will be able to enter their access code or purchase access at any point in the 14-day grace period that begins on the first date of access. Students receive 12 months of access that begins after a free 14-day grace period. Book Two is designed to bring students to the bring students to the ACTFL Intermediate range in speaking (A2/B1 on the CEFR scale).

Originally published in 1991, this book gives international coverage of opportunities in youth development and education from a unique comparative angle. The book is split into two parts: the first focusses on the former USSR, Europe and North America, setting the issues within the wider context of the political debate of the superpowers. The second part looks at newly developing countries and their relationship with the developed world. There is a broad variety of case studies, including material on Chile, Botswana and the Seychelles - areas which are often overlooked.

A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the workbook. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993

This book, the first to address issues of reflection in the context of work, is an accessible entry point into the theory and practice of work reflection for students and practitioners. It consists of contributions from a diverse range of international authorities in the areas of management, education, organizational psychology and sociology.
While there has been previous work on reflection in educational settings and reflective practice in the context of the work of individual professionals, none of these deals with the challenges faced by reflection in organizations and in a variety of work groups. A key innovation of this book is its focus on the social collective aspects of reflection--people reflecting together in the workplace.
Crossing the boundaries of different disciplines, this book draws together different views of reflection delivering a secure grounding in academic thinking and working practice. Topical and timely, with international appeal and world-renowned contributors, this well-written text engages both students and practitioners and will be a valuable asset to those in the fields of HRM, organizational behavior and education.

: A Basic Course in Russian, Book Two, Sixth Edition, takes a contemporary approach to language learning by focusing on the development of functional competence as well as the expansion of cultural knowledge. The sixth edition of this bestselling communicatively based text for Russian has been updated by putting a greater focus on contemporary culture and simplified, visual grammar explanations that will better engage students. The program also covers the basic morphology of Russian (declension, case government, conjugation). The program has been the bestseller as a college Russian textbook through five editions since 1993. Following on from Golosa One, Golosa Book Two is divided into ten units, organized thematically. Each unit contains dialogs, texts, exercises, and other material designed to enable students to read, speak, and write about the topic, as well as to understand simple conversations. The systematic grammar explanations and exercises enable students to develop a conceptual understanding and partial control of all basic Russian structures. This strong structural base enables students to accomplish the linguistic tasks and prepares them for further study of the language. Free audio and video resources are also available at www.routledge.com/9780367612825 including the Instructor Resources. Print and eTextbooks are accompanied by a Student Workbook and a rich companion website (www.routledge.com/cw/golosa) offering audio and video material, instructor resources and fully integrated exercises to use alongside the text. The companion website, powered by Lingco, is fully available for separate purchase from Lingco. Teachers can preview the new companion websites and create their courses. For resources on how to set up and customize your course, please visit the Help Center on the Lingco Language Labs website at www.lingco.io. It includes articles that explain how the platform works and what you can do with it. Students may join their teacher's course on Lingco and will be able to enter their access code or purchase access at any point in the 14-day grace period that begins on the first date of access. Students receive 12 months of access that begins after a free 14-day grace period. Book Two is designed to bring students to the bring students to the ACTFL Intermediate range in speaking (A2/B1 on the CEFR scale).

At the end of the twentieth century a step-change in thinking about the offending behaviour of women began to impact on policy-makers concerned with the treatment of female offenders. A growing number of nations, states and organisations both national and supra-national in nature began to acknowledge that existing criminal justice and especially penal practices had not been sufficiently attentive to women's needs and had discriminated against women as a result. The concept of 'gender-responsive justice' - an orientation to working with women and girls based around a consideration of the special needs of women as prisoners and their particular pathways to offending - has been developed as a result. This book explores the development of this concept, the theories which have informed it, policy arenas in which gender-responsive justice has been attempted and the practices of gender-responsive justice which have subsequently emerged. This book takes a global perspective as it outlines the different international and national arenas within which gender-responsive justice gained favour and considers what has been learned from this novel and feminist-inspired approach. Gender-responsive justice has not been without its critics, however, and this book also examines the different arguments which have been used to attack or critique the concept from varied perspectives. This book lays down a clear theoretical framework for understanding gender-responsive justice and will be useful in assessing current and future policy-making in this area.

A Tale of Two Cities is a study of two major cities, Manchester and Sheffield. Drawing on the work of major theorists, the authors explore the everyday life, making contributions to our understanding of the defining activities of life.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.

While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.

Throughout the study, the authors address the following fundamental questions:

• How do adults literacy skills impact on their working lives, and on the enterprises where they work?
• How can we develop these essential skills in the workforce?
• When and how can literacy instruction change individuals employability and engagement with further learning?

Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.

While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.

Throughout the study, the authors address the following fundamental questions:

• How do adults literacy skills impact on their working lives, and on the enterprises where they work?
• How can we develop these essential skills in the workforce?
• When and how can literacy instruction change individuals employability and engagement with further learning?

Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

First published in 1999, this volume presents arguments which compare two inner-city wards of Salford and look to introduce such a subtlety to the understanding of the management of crime in high crime communities and derive from a longitudinal research study which took place over a two and a half year period. Between 1994 and 1996, researchers based at the University of Salford and the University of Keele embarked on research into two similarly structured neighbourhoods within the city of Salford in the North of England. This research set out to situate an understanding of the risk from and fear of crime in a comparative, urban context - to uncover how people who live, work and go to school in designated 'high-crime' areas manage their routine daily lives and construct their own responses to 'risk of' and 'fear of' crime. The authors go on to highlight the similarities between these wards and other wards with which they have a clear resonance across Britain.

Across the western world, there is a growing awareness of the importance of workplace learning, seen at the level of national and international policy, as well as in the developing practices of employers, training providers and Trades Unions. This key text is the first on workplace learning in a new series published in partnership with the Teaching and Learning Research Programme (TLRP). Authoritative, accessible, and appealing, it presents key findings on work-based learning, bringing together conclusions from five different projects, and investigating a variety of workplace contexts. An extensive practical treatment, the included research has a unique combination of breadth of coverage and depth of understanding which significantly advances the understanding of workplace learning. This exceptional volume, grounded in rich and detailed empirical studies, challenges conventional thinking. It shows how workplace learning can be improved if close attention is paid to the relationship between organizational context, individual worker biographies, and regulatory frameworks. broad perspective on workplace learning as in, for, and through the workplace. A unique and broad-ranging text, Evans, Hodkinson, Rainbird and Unwin bring together social and individual perspectives to give an accessible overview of the key debates and explain the uneven impact of workplace learning policies. Practitioners, policy makers, students and academics with an interest in learning at work will find this an invaluable addition to their bookshelves.