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The purpose of this paper is to discuss the development of the community-based individual risk mitigation profile (IRMP) and to examine its effectiveness for people who have an intellectual disability, and are at risk of offending, through the use of a case study.

Case study and literature review.

The tool has been found to be useful and accessible by clinicians. It has a particular focus on joint sharing of opinion on risk and decision making in a structured and contained multi-disciplinary forum, that is evidence-based and defensible. This multi-disciplinary approach meets recommendations in best practice in relation to risk.

A current limitation is that the IRMP has not been evaluated for reliability and validity, though a research study is being planned.

The paper highlights the usefulness of a community-based risk profile assessment and linked risk mitigation process.

Jane Addams: Champion of Democracy is a biography incorporating history and social justice. This lesson involves students in grades 5-8 exploring social justice issues related to economic equality, racial equality, gender equality, health equality, peace, and justice. Students trace Jane Addams’s public service activities, in these areas of social justice, while simultaneously examining significant, external historical events and people, between 1860 and 1939, through the lens of Addams’s life. Students create a timeline and engage in ongoing discussions related to Addams’s involvement in these historical events and her connections to people, of this period, who, like Addams, were advocates for social change (e.g. Ida B. Wells-Barnett, W.E.B. Du Bois, Eleanor Roosevelt). Example activities and scoring rubrics are included in the appendix section. Inspired by descriptions of Jane Addams’s extraordinary life, an extension activity introduces students to social justice issues, within their own community, and provides steps to initiate community involvement.

Charlotte Brontë integrated her own and her sisters' traumatic boarding school experiences into her novel, Jane Eyre (1847) as a way of expressing her anger through autobiographical fiction. The aim is to link contemporary research into boarding school trauma to the relevant events, thereby identifying what she wrote as a testimony contributing to the long history of the problematic nature of boarding schools.

Autobiographical fiction is discussed as a form of testimony, placing Jane Eyre in that category. Recent research into the traumatic experiences of those whose parents chose to send them to boarding school is presented, leading to an argument that educational historians need to analyse experience rather than limiting their work to structure and planning. The traumatic events the Brontë sisters experienced at the Clergy Daughters' School are outlined as the basis for what is included in Jane Eyre at the fictional Lowood School. Specific traumatic events in the novel are then identified and contemporary research into boarding school trauma applied.

The findings reveal Charlotte's remarkable insight into the psychological impact on children being sent away to board at a time when understandings about trauma and boarding school trauma did not exist. An outcome of the analysis is that it places the novel within the field of the history of education as a testimony of boarding school life.

This is the first application of boarding school trauma research to the novel.

How can managers reduce information asymmetry in dyadic manager-external stakeholder relationships in a complex and evolving environment? Addressing this question has significant implications for firm survival, growth, and competitive advantage.

We have adopted a multiparadigm approach to theory building, known as metatriangulation. We integrate the dynamic capabilities, sensemaking, and evolutionary theory literatures to theorize how managers can relate to stakeholders in a complex and evolving environment.

We propose, via a conceptual framework and three propositions, “evolutionary sensemaking” as the managerial metacognitive dynamic capability that helps managers hone their understanding based on the evolutionary changes in the stakeholder’s interpretations of information quality preferences. The framework unfolds across three evolutionary stages: sensing preferences' variation of the stakeholder, seizing preferences, and transforming for complexity alignment and retention. The propositions focus on managing complexity in stakeholder information quality preference, employing cognitive capabilities to simplify, interpret, and align interpretations for effective information asymmetry reduction.

To develop the metacognitive dynamic capability of evolutionary sensemaking, managers need to train for and foster the underlying complex cognitive capabilities by enhancing their (1) perception and attention skills, (2) problem-solving and reasoning skills, and (3) language, communication, and social cognition skills, focusing specifically on reducing the complexity embedded in stakeholder cognition and diverse stakeholder preferences for information quality. Contrary to the current advice to “keep things simple” and provide “more” information to the stakeholders for opportunism reduction, trust-building, and superior governance, our framework suggests that managers hone their cognitive capabilities by learning to deal with the underlying complexity.

The proposed framework and propositions address research gaps in reducing information asymmetry. It enriches the dynamic capabilities literature by recognizing complexity (as opposed to opportunism) as an alternative source of information asymmetry, which needs to be addressed in this stream of research. It extends the sensemaking literature by identifying the complexity sources – i.e. stakeholder preferences for diverse information quality attributes and the associated cognitive preference interpretation processes. The article enhances evolutionary theory by delving into microprocesses related to information asymmetry reduction, which the existing literature does not thoroughly investigate.

Outlines, via a fictional dialogue, the preparations for a job interview strategy, focusing on the issue of technological change.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Picture this – you have recruited a new member for your team, we will call her Jane. Jane was the best candidate on paper and gave a stunning interview. She will fill the vacant role in your team and then some with her wide-ranging experience, insights from previous role at a major competitor and highly advanced skill set. She started last week and seems to have understood all the induction training so far, and even stayed late on the first few nights when she did not have to. She is booked onto some further high-profile training courses shortly, and seems to be really hitting the ground problem. There is only one problem: Jane is sitting by herself in the staff restaurant at lunch times and does not seem to be talking much with her fellow team members. But this is not going to affect her performance, right?

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

With so many team-driven activities for students in the fast-paced, high-pressure environment of a business school, students need to have an opportunity to discuss the issues and dilemmas that may arise. Harry's difficulties in mastering finance cause some members of the team to feel frustrated, because they have to spend so much time helping him. When the members pressure the others to spend less time with Harry, other problems arise in the team dynamics, involving such issues as trust, participation, team performance, and quality of learning. Students need to explore alternative ways to improve the situation.

The purpose of this paper is to demonstrate how mutuality and shared power in relationship can avoid coercion and force in mental health treatment.

This is not a research design. It is rather an opinion piece with extensive examples of the approach.

The authors have found that using these processes can enable connection; the key to relationship building.

This paper is totally original and stands to offer the field, a new perspective.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.