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The purpose of this paper is to present research which evaluated the impact of Dispersal Orders in an English town.

The study used a mixed method design to, qualitatively, explore the impact of the intervention on young people and, quantitatively, the impact on recorded crime/anti-social behaviour.

The use of Dispersal Orders in the town being studied highlighted a number of issues detrimental to young people. Powers appeared to be used to control the congregating rather than anti-social behaviour of young people and their use could increase young peoples’ feelings of vulnerability.

The findings suggest that Dispersal Orders (and the newer Public Spaces Protection Orders (PSPOs)) may be ineffective if they are used without the focus of a specific anti-social behaviour issue.

The findings suggest that the use of Dispersal Orders to deal with non-anti-social behaviour issues are likely to alienate young people and have the potential to inadvertently place them at further risk. They also suggest that the PSPO could very well exacerbate the substantial issues which have been identified in the present research.

This research is original and suggests that the negative findings of earlier pieces of research into Dispersal Orders can be replicated in very different geographical environments and in areas with low levels of general deprivation where no substantial anti-social behaviour issues were identified. Furthermore, it uses original data to contextualize contemporary developments in anti-social behaviour, namely the introduction of PSPOs.

In England and Wales, on average one child every week is a victim of homicide. The purpose of this paper is to explore whether different victim-risk profiles and suspect variables can be differentiated for specific victim ages.

This paper presents a preliminary analysis of more than 1,000 child homicides committed in England and Wales between 1996 and 2013, from data provided through the Homicide Index. Statistical techniques such as cluster analysis were used to identify specific victim-risk profiles and to analyse suspect variables according to the age of victim.

The findings present a clearer picture of the risk-age relationship in child homicide, whereby several specific risk profiles are identified for specific child ages, comprised of crime variables including; likely victim and suspect demographics, the most likely circumstances of the homicide and methods of killing. Using similar techniques, a number of tentative clusters of suspects implicated in child homicide are also described and analysed, with suggestions of further analysis that might prove of value.

The practical implications cannot be understated. For those professionals working in the fields of child protection and criminal investigation the identification of risk profiles promises to provide a back-cloth with which to practice when confronted with complex and distressing child homicide scenarios. This research promises most to those currently training in related professions.

Although the statistical level of risk has been linked with the age of a child (with younger children being most vulnerable to killing by a parent or step-parent and older children most vulnerable to killing by acquaintances and strangers), extant research is yet to progress beyond the identification of broad age-risk categories. The paper concludes with a discussion of the likely implications for those charged with reducing and investigating child homicide and outlines the possibility of future research.

Homicidal behaviour is influenced by a complex interaction of behavioural, situational and environmental factors that raise many challenging psychological questions. A large and continually growing body of research has explored the crime of homicide, its epidemiology, victims and perpetrators. The area is developing rapidly, opening up new avenues of study. The paper aims to discuss these issues.

This special issue of the Journal of Criminal Psychology brings together an exciting array of papers on homicidal behaviour, examining a wide range of issues including juvenile homicide perpetrators, school shootings, child homicide, homicide-suicide and differences in offence behaviours and victim characteristics between hard-to-solve one-off homicides and serial homicides.

The range of papers included in this special edition cover a wide range of aspects of homicidal behaviour, reflecting the importance of – and the need for – applied research moving away from examining general homicide to specialised research focusing on subtypes of homicide and subgroups of homicide offenders. A research agenda is proposed.

This editorial gives an introduction to the themes explored in this special issue and provides an overview of the selected papers.

THE Newcastle school, like most others, was established after the second world war to provide full‐time education in librarianship as an alternative to the part‐time system which until 1946 was the only one available to the majority of librarians. At first most of the students were returning servicemen whose library careers had been interrupted by the war and they were followed by students direct from libraries, universities and schools. From a handful of students and one full‐time member of staff in the first year the school has grown steadily until there were 53 students and five staff during the session 1962–3 which was the last course held for the Registration Examination.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

We school administrators, like “practical” men everywhere, claim to have little use for theory. In this we delude ourselves, for we all theorize. The real distinction lies not between theory and practice, but between good theory and bad theory. Good theory is a hypothesis which has undergone verification and which has potential for explaining and predicting events, and for the production of new knowledge. The development of theory, with its constant demand for semantic accuracy and simplicity, is essential as a guide to research, and as a guide to action (e.g. in administration) where it should be regarded as a relational map rather than as an itinerary. The work of Halpin, Guba and Getzels, for example, illustrates that no theory is likely to be the theory. The development of a science of administration is dependent upon such theories. The alchemist described his observations in a half‐mythical language full of metaphors and allegories, not In scientific concepts. Today we appear to live only in an age of educational alchemy.

This article takes an autobiographical approach in describing the evolution of the equity and environmental justice debate. The intent is not only to provide a historical approach in identifying the emerging research and policy questions, but also to describe the author's own scholarly growth in studying them.