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The purpose of this paper is to consider and explore the principles that should inform a positive and progressive approach to conceptualising and delivering youth justice.

Critical literature review, incorporating primary research and evaluation conducted by the authors.

A children first model of positive youth justice should cohere around the promotion of four key principles: children’s rights and adults’ responsibilities; desistance and inclusion; diversion and systems management; relationship-based partnerships between children and practitioners.

The child-friendly, child-appropriate and legitimacy-focused nature of the Children first, offender second (CFOS) model can encourage diversion from formal system contact, can enhance levels of participation and engagement with formal youth justice interventions and promotes positive behaviours and outcomes for children in trouble.

The principles outlined progress youth justice into positive forms antithetical to the negative elements of the “new youth justice” and will have relevance to other jurisdictions, rooted as they are in universality, child development and children’s rights.

This study examines the relationship between gender and religious affiliation to the preferred conflicts styles of 384 student participants living in and attending university in South Africa, Israel, Bosnia‐Herzegovina and Northern Ireland. Participants report living in stressful social contexts that are often characterized by reports of terrorism perpetrated by paramilitaries, the state, violence that is brought on by long standing ethnic hatreds and years of division between major groups contending for control of political and social institutions, civilian uprisings, and in some cases low scale civil war. The results indicate that the independent variables—gender and religion—provide statistically significant observable differences in how people report they engage in conflict as seen in their choice of conflict styles. In particular, the findings on gender differences provide a surprising result that is partially attributed to the contextual factors of warfare and one's active participation in it. The results on religious affiliation provide a number of intriguing patterns among various religions including a desire to accommodate or collaborate with others and a strong dislike of avoidance. There are other more specific patterns that can be partially attributed to contextual factors as well. With so many contexts being present in the study a number of intriguing explanations and working hypotheses are brought forth to help explain why these patterns on gender and religious affiliation exist.

Research on perceptions of organizational politics has mostly explored the negative aspects and detrimental outcomes for organizations and employees. Responding to recent calls in the literature for a more balanced treatment, we expand on how positive and negative organizational politics perceptions are perceived as stressors and affect employee outcomes through their influence on the social environment. We propose that employees appraise positive and negative organization politics perceptions as either challenge or hindrance stressors, to which they respond with engagement and disengagement as problem-focused and emotion-focused coping strategies. Specifically, employees who appraise the negative politics perceptions as a hindrance, use both problem- and emotion-focused coping, which entails one of three strategies: (1) decreasing their engagement, (2) narrowing the focus of their engagement, or (3) disengaging. Although these strategies result in negative outcomes for the organization, employees’ coping leads to their positive well-being. In contrast, employees appraising positive politics perceptions as a challenge stressor use problem-focused coping, which involves increasing their engagement to reap the perceived benefits of a positive political environment. Yet, positive politics perceptions may also be appraised as a hindrance stressor in certain situations, and, therefore lead employees to apply emotion-focused coping wherein they use a disengagement strategy. By disengaging, they deal with the negative effects of politics perceptions, resulting in positive well-being. Thus, our framework suggests an unexpected twist to the stress process of politics perceptions as a strain-provoking component of employee work environments.

This paper provides more insight into the assumption of human capital theory that the productivity of job-related training is driven by the improvement of workers’ skills. We analyze the extent to which training and informal learning on the job are related to employee skill development and consider the heterogeneity of this relationship with respect to workers’ skill mismatch at job entry. Using data from the 2014 European Skills and Jobs Survey, we find – as assumed by human capital theory – that employees who participated in training or informal learning show greater improvement of their skills than those who did not. The contribution of informal learning to employee skill development appears to be larger than that of training participation. Nevertheless, both forms of learning are shown to be complementary. This complementarity between training and informal learning is related to a significant additional improvement of workers’ skills. The skill development of workers who were initially underskilled for their job seems to benefit the most from both training and informal learning, whereas the skill development of those who were initially overskilled benefits the least. Work-related learning investments in the latter group seem to be more functional in offsetting skill depreciation than in fostering skill accumulation.

To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.

The purpose of this paper is to provide a discussion of the activities carried out to promote intellectual freedom as a human right.

Focuses on the work of FAIFE – the Freedom of Access to Information and Freedom of Expression, an apolitical body that is a vehicle of the International Federation of Library Associations and Institutions (IFLA). Describes the historic role of FAIFE, its successes, challenges faced, discusses future endeavors and assesses its long‐term success.

Assesses FAIFE’s principles and objectives and finds its initiatives exemplified in the transparent and free access online users have to its publications. Uses examples from Cuba, Tunisia, China and the USA to present issues of intellectual freedom and the involvement of FAIFE. Finds that intellectual awareness is increased through research and collaboration. A major challenge remains in financing FAIFE’s activities; and seeking funding detracts from its other objectives. Raises doubts over FAIFE’s long‐term success rate in bringing about significant change.

Of interest in the long‐term to assess how successful FAIFE’s influence on human rights issues has been.

An interview is one of the most widely used tools in the admission of candidates for an academic study, particularly in the applied professions. The purpose of this paper is to present a study that assesses the quality of a new interview tool for the selection of teacher-training candidates, in order to find out its added value over other selection tools in use and to justify the effort invested in it.

The study was longitudinal and was conducted over the course of a three-year period. The study population consisted of all the college’s undergraduate students that were candidates for the teaching profession. The information was processed quantitatively using descriptive as well as inferential statistics while addressing diverse comparisons.

The main findings indicate a high quality of the new tool. The usage of the tool improved the selection procedure of qualified candidates, especially borderline candidates who would be rejected if using only the matriculation and the psychometric admission tools. A logistic regression model revealed the admission new interview tool to be the sole statistically significant predictor of enrollment in the college. The study reported the interview score to be the sole statistically significant predictive factor in the model that forecasts student field-practice grades, particularly in their first year of study.

This information further corroborates that a good interview tool allows a more in-depth and well-based discussion about worthy candidates who do not meet the strict grade admission requirements. This invites discussion regarding the critical place of the interview in selection of candidates, especially in applied professions.