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"Family Activism in the Aftermath of Fatal Violence explores how family and family activism work at the intersection of personal and public troubles and considers what influence family testimonies of fatal violence can have on matters of crime, justice and punishment. The problem of fatal violence represents one end of a long continuum of violence that marks society, the effects of which endure in families and friends connected through ties of kinship, identity and social bonds. The aftermath of fatal violence can therefore be an intensely personal encounter which confronts families with disorder and uncertainty. Nevertheless, bereaved families are often found at the forefront of efforts to expose injustice, rouse public consciousness and drive forward social change that seeks to prevent violence from happening again. This book draws upon ethnographic research with those bereaved by gun violence who became involved in family activism in the context of fatal violence: namely, the attempts by bereaved families to manage their experiences of violent death through public expressions of grief and become proxies for wider debates on social injustice. This is an ever more pressing issue in a landscape which increasingly sees the delegation of responsibility to families and communities that are left to deal with the aftermath of violence. An accessible and compelling read, this book will appeal to students and scholars of criminology, sociology, cultural studies and all those interested in learning more about the after-effects of fatal violence"--

Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university's employability strategy and programmes often adopt a 'bolt on' approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. I discuss the potential implications of these observations for universities and teaching and learning.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- List of Tables and Figures -- Preface -- Acknowledgments -- 1 Abortion and American Politics -- Abortion: A Concise and Contested History -- The Abortion Issue: The Search for an Analogue -- Conclusions -- 2 The Social Bases of Abortion Attitudes -- Attitudes Toward Legal Abortion: Methods of Analysis -- Abortion Attitudes: An Overview -- State Differences in Abortion Attitudes -- Group Differences in Abortion Attitudes -- Demographic Differences in Abortion Attitudes: Multivariate Analyses -- Conclusions -- 3 The Subjective Bases of Abortion Attitudes -- Ideological Self-Identification -- A Matter of Life and Death? -- Abortion and Gender Role Attitudes -- Attitudes Toward Parenthood and Female Employment -- Attitudes Toward Sexual Morality -- Putting Things Together: Multivariate Analyses -- Conclusions -- 4 Religion and Abortion Attitudes -- Religion and Abortion Attitudes Among Whites: Theological Traditions -- Denominational Preference and Abortion Attitudes Among Whites -- The Sources of Abortion Attitudes: White Evangelicals, Mainline Protestants, and Roman Catholics -- Religion and Abortion Attitudes Among African-Americans -- Religion and Abortion Attitudes Among American Jews -- Religion and Abortion Attitudes: A Comprehensive Model -- Conclusions -- 5 Who Is Pro-Life, Pro-Choice, and In Between? -- Pro-Choice and Pro-Life Supporters: An Overview -- Pro-Life Citizens -- Issue Divisions Among Pro-Life Citizens -- Pro-Choice Citizens -- Issue Groups Among Pro-Choice Supporters -- Situationalists -- Conclusions -- 6 The Electoral Politics of Abortion -- Abortion and Vote Decisions -- The Abortion Issue in Presidential Elections -- Abortion and Congressional Elections -- Abortion and State Electoral Politics After Webster -- Conclusions.

Increasingly governments expect universities to improve graduate employment outcomes. Universities respond by implementing employability strategies in, alongside and outside curricula, with debates ongoing about whether employability is part of the curriculum, why and how. The context and process of employability is commonly framed in neoliberal and human capital paradigms. Some academics are resistant to their university's employability strategy and programmes often adopt a 'bolt on' approach, which is outside the curriculum. At this time, the world is in the midst of multiple crises, linked to sustainability, technology and survival in societies, which are redefining and affecting life and work. With all these tensions in mind, should universities reconsider how they think and act with respect to graduate employability, careers and the world of work? What are the key values of employability paradigms and models, and how do they connect to the curriculum? This paper presents a narrative review of conceptual employability models published in the peer reviewed higher education literature since 2000 with each model positioned on a continuum based on its: (1) paradigm, i.e., underlying beliefs about careers, employability and employment; and (2) relationship to teaching and curricula (i.e., intra-, extra- and/or co-). I observe that most models are focused on the employability of individuals (i.e., career, skills, capabilities) and economic success (i.e., markets, knowledge economy, workforce), with limited consideration of wider contributions to local and global career development through social, ecological or technological lenses. Models with stronger individualistic focus appear to be less connected to teaching and curricula than models that also focus on others. The potential implications of these observations for universities and teaching and learning are discussed.

An instrument measuring support for feminism over time is presented, consisting of a relative feeling thermometer with a 7-point equal role item, & tested using American National Election Study data for 1972-1984. Results show an increase in support for feminism, but a decrease in commitment to the movement. A demographic analysis shows that feminist consciousness was highest among young, college-educated, & employed women. This measurement is useful in the analysis of political groups. 20 References. A. Cole

A duty to investigate deaths in detention is enshrined within international legislation including Article 2 of the European Convention on Human Rights (ECHR). A core purpose of these investigations, following UK case law, is that bereaved families 'have the satisfaction of knowing that lessons learned […] may save the lives of others.' We highlight the striking absence of evidence illustrating the 'satisfaction' of bereaved families, utilising a case study of prisoner death investigations undertaken by the Prisons and Probation Ombudsman (PPO) and Coroners in England and Wales. Drawing on data from semi-structured interviews with 26 stakeholders, we explore what may produce familial 'satisfaction' and question who is satisfied by prisoner death investigations. Our analysis demonstrates that bereaved family 'satisfaction' was regularly spoken about by investigators and invoked to legitimise investigations despite limited evidence thereof. In conclusion, we highlight how the Ombudsman and Coroners should reconsider their practices to better satisfy families and manage expectations.

A duty to investigate deaths in detention is enshrined within international legislation including Article 2 of the European Convention on Human Rights (ECHR). A core purpose of these investigations, following UK case law, is that bereaved families 'have the satisfaction of knowing that lessons learned […] may save the lives of others.' We highlight the striking absence of evidence illustrating the 'satisfaction' of bereaved families, utilising a case study of prisoner death investigations undertaken by the Prisons and Probation Ombudsman (PPO) and Coroners in England and Wales. Drawing on data from semi-structured interviews with 26 stakeholders, we explore what may produce familial 'satisfaction' and question who is satisfied by prisoner death investigations. Our analysis demonstrates that bereaved family 'satisfaction' was regularly spoken about by investigators and invoked to legitimise investigations despite limited evidence thereof. In conclusion, we highlight how the Ombudsman and Coroners should reconsider their practices to better satisfy families and manage expectations.

Abstract
Purpose
Family involvement is a key element of Domestic Homicide Review (DHR), the form of Domestic Violence Fatality Review (DVFR) found in England and Wales. Family involvement is framed as having dual purposes: first, as a benefit to DHRs, enabling a fuller picture of victims' experiences; second, as a benefit to families themselves, notably as a therapeutic or cathartic opportunity. However, these dual purposes have been little considered. This conceptual article responds to this absence by interrogating the purpose, process and outcomes of family involvement within DHRs.

Method
To explicate purpose, process and outcomes, we synthesise policy, practice and the extant empirical and theoretical literature relating to family involvement in DHRs. We supplement this by engaging with a broader body of emerging research on family involvement in other review systems, analysing this through a lens of citizenship and participation.

Results
Family involvement in DHRs is little explicated and there is a need to better engage with how family are involved in DHRs, as a way of increasing transparency for family rights. By way of response, a tentative conceptual framework is proposed which situates family involvement as demonstrative of systems- and relational-repair.

Conclusions
The article concludes by arguing for greater attention to the Theory(s) of Change underpinning both the place of the family and their testimony, as well as the DHR system as a whole. Such clarity would benefit family, both as the subject of professional interactions but, critically, as agents in the DHR process in their own right.

The first half of this article provides a brief overview of two respective projects concerning traumatic bereavement, in which religious faith appeared to feature amid a constellation of significant coping and sense-making mechanisms for survivors. After presenting some illustrative examples of the kind of data produced in the course of our research, the second half of the article develops a retrospectively critical appraisal of our data collection and corresponding analysis practices. In questioning the extent to which our accounts of our participants' accounts can be considered adequate representations of social order, we critically explore the relative potential of 'reflexivity' for bridging the experiential gap between researchers and participants. Taken together, these reflections prompt a return to the salutary question: what counts as sociologically 'see-able'?