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Existing research argues that repression hindered the ability of local civil rights movements to influence the development of local War on Poverty programs; however, the Virginia civil rights struggle defies this pattern. This comparative county-level study melds institutionalist accounts of welfare state development with an analysis of movement repression in order to explain this paradox. A distinction is made between situational and institutional repression. While scholars focus on the former and its negative impact on mobilization, this study suggests that institutional repression can have the opposite effect, unifying movements and facilitating their influence on the formation and implementation of poverty policy.

School resource officers (SROs) have become commonplace in schools across the USA. Although their visibility may allow them to function as capable guardians, little research has examined their impact on less serious but more common forms of school violence, like bullying. The purpose of this paper is to examine the relationship between the presence, quantity and roles of SROs and the frequency of bullying.

Data come from the nationally representative 2006 School Survey on Crime and Safety. The relationship between SROs and bullying, controlling for other guardians, motivated offenders and school characteristics, was assessed using ordered logistic regression. Separate models were estimated for middle and high schools.

There was no association between the presence, quantity or role of SROs and bullying in middle or high schools; however, teacher training was associated with less frequent bullying, especially in middle schools, and the presence of motivated offenders was associated with more frequent bullying.

Whether SROs reduce school violence is contested; this study found no association between SROs and bullying, a less serious but more common form of school violence. Future research should consider the roles of SROs in schools and the credibility of capable guardians.

The results caution against continuing to divert educational and social service resources to law enforcement in schools. Continued training for teachers may provide more effective guardianship against bullying.

This paper contributes to the developing literature on the effect of SROs on less serious but more common forms of school violence, like bullying.

Concern about the use of zero-tolerance policies for discipline has led to a search for alternatives such as training in early-warning signs of aggressive behavior and strategies for effective classroom management in schools. This chapter examines the effectiveness of the provision of alternatives to out-of-school suspensions (OSS) in reducing the use of exclusionary discipline for minor misbehavior and the school characteristics associated with these provisions.

This analysis uses the 2008 panel from the National School Survey on Crime and Safety to explore this question for approximately 1,000 high schools. The analysis is a probit regression analysis to examine the association between the provision of alternatives to OSS, school characteristics, and the use of OSS for low-level suspensions. This analytic approach provides wide generalizability for the findings, though it does also limit an ability to identify individual school- or student-level effects.

Findings based on probit regression analysis suggest that structural characteristics of schools – beyond student characteristics – are only somewhat related to variation in the use of OSS for low-level infractions and, on average, the availability of alternatives to OSS do not strongly decrease the frequency of OSS for lower-level infractions. These findings are important in the current era of discipline policy scrutiny where schools and policy-makers are searching for alternatives to traditional suspension practices in a limited empirical evidence base.

While these alternatives hold great promise, little is known about their effectiveness in addressing behavior problems and/or reducing OSS. More importantly, even less is known about the characteristics of schools likely to enact alternatives.

Recent highly publicized acts of violence and shootings on school campuses have prompted numerous crime prevention responses. The purpose of this paper is to assess the impact of protective measures such as law enforcement, security policies, and school/neighborhood characteristics on school violence within the context of the racial composition of the school and grade level.

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of serious violence, physical attacks/fights, gun or knife possession, and threats and attacks with a weapon. The sample was divided by racial composition of the school (predominately white, and predominately minority schools) and by grade level (high schools, and all other grades). A negative binomial regression was conducted due the count-based dependent variables.

Findings revealed that minority schools often face higher levels of reported violence and had a heavier law enforcement presence, which often had mixed or counterproductive results for reducing school violence. School characteristics, such as reports of bullying, location, gang activity, and security measures yielded numerous statistically significant results.

Officials proposing school violence prevention efforts should strongly consider the importance of school and community characteristics, most notably grade level, and the unique context of a predominately white or minority school as there were different statistically significant results. Furthermore, officials should be cautious about relying on simple efforts such as more security personnel to address school violence. Violence and crime on school grounds should not be viewed as being isolated from violence and other forms of crime in the community. Policy recommendations and suggestions for future research are provided.

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the effects of school violence prevention efforts and moves beyond most other works as it considers school safety approaches within the context of racial composition of the school and by different grade levels.

Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The purpose of this paper is to assess the impact of protective measures, policies, and school/neighborhood characteristics on school violence.

The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of violence, threatened attack with a weapon, attack with weapon, and gun possession. The sample was divided into high schools and all other grades to consider differences in levels of school violence among grade levels in relation to various law enforcement security measures, school security measures, and school characteristics.

Findings revealed mixed and often counterproductive results for law enforcement and school security efforts to control school violence. School characteristics, such as reports of bullying, location, and gang activity yielded numerous statistically significant findings. Policy recommendations and suggestions for future research are provided.

This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the actual effects of school violence prevention efforts. Furthermore, this study moves beyond most other works (that typically focus on high schools) as it considers school safety approaches by different grade levels.

The operating targets of the Next European Torus (NET) vary over the planned physics and technology phases of operation, which will be cyclic and dynamic. Using the Dynamic Systems Simulation Language a model is described which mimics the cyclic behaviour of the NET over the technology phase together with its dynamic behaviour. The simulation model represents a methodology that can be used to evaluate the reliability, availability and performance of the NET. A number of case studies are presented to demonstrate the underlying philosophy of the approach.

This paper aims to review research on the topic of knowledge leakage to establish the current body of knowledge and, on this basis, to suggest some promising avenues for future research.

The study consists of a systematic review of 57 refereed empirical articles on knowledge leakage.

The findings contribute to a more holistic view of the topic and complement the study of knowledge management. Additionally, a conceptual framework is proposed that aims at guiding and informing future research activities.

This study may not have enabled a complete coverage of all empirical articles in the field of knowledge leakage. Yet, based on the chosen research methodology, it seems reasonable to assume that the review process covered a large share of studies available.

To the best of the authors’ knowledge, no systematic literature review on knowledge leakage has previously been published in academic journals.