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Although the family plays a key role in affecting offender behavior, little research examines how sanctioning contexts affect familial relationships. Using data from the Australian reintegrative shaming experiments (RISE), we investigate how the processing of offenders via court and conference affects their bonds with family members by examining the type of shaming – reintegrative or disintegrative – they experience. In contrast to disintegrative or stigmatizing shaming, which tends to be associated with court processing, reintegrative shaming shames the act and not the moral character of the offender, allowing for the reparation of social ties. We find that despite higher levels of stigmatization in conferences, this form of processing is also more reintegrative and strengthens family relationships to a greater extent than courts, with offenders feeling prouder of being a member of their family and indicating that familial closeness and respect increased. Moreover, reintegrative but not disintegrative shaming mediates the relationship between criminal justice processing and family relationships.

From the poems of Caedmon to Blake's poetical sketches, through to Byron, Shelley, De Quincey and Keats, poetry is poetry is poetry.

Describes the development of an integrated computerized engineering database and CAD/CAM system at Presto Tools Ltd, Sheffield, UK. Following an examination of the existing computer hardware and software systems the factors inhibiting the development of an integrated environment were identified. Using a suite of computer programs and application packages including Smartware II, Anvil‐5000 (CAD) and Pathtrace (CAM), an integrated system was developed with the objective of creating a more responsive and interactive manufacturing environment. Describes the original facilities, and the development of the new system.

This study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.

Using methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.

Initial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.

This paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

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.