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The purpose of this paper is to discuss unresolved problems that are reflected in the social scientific research on the linguistic detection of deception in statements, with particular attention to problems of methodology, practical utility for law enforcement statement analysts, and epistemology.

The author reviewed the design, data, statistical calculations, and findings of English language peer‐reviewed studies of the linguistic detection of deception in statements. In some cases, the author re‐analyzed the study data.

Social scientific research holds promise for the development of new methods of linguistic detection of deception that are more thoroughly validated than the linguistic methods law enforcement investigators have been using for many years. Nonetheless, published studies reflect one or more of the following sources of weakness in developing and evaluating detection models: the use of analytes (statements) of uncertain validity; the problematic universality and practical utility of linguistic variables; the widespread use of deficient proportion‐of‐stimuli‐correct “hit rate” calculations to assess the accuracy of detection methods; a possibly irresolvable epistemological limit to the ability of any linguistic detection method to prove deception without confirmation by means external to the analysis.

The research was limited to English language studies in the linguistic detection of deception literature and to the re‐calculation of data in the research literature. Whether the paper has implications for future studies depends on the success of two arguments that are made: the published research projects in the field reflect one or more of four methodological problems that create doubt about the validity and/or the practical utility of their results; and the linguistic detection of deception is subject to an epistemological problem which theoretically limits the ability of any linguistic method of detection to establish with certainty the status of any particular questioned statement.

This is the first published paper to identify and discuss a possibly irresolvable epistemological issue in the detection of deception by linguistic means, as well as unresolved issues of methodology and of utility to law enforcement analysts that characterize the research and the detection models in this field. It is also the first published paper to deconstruct the simple hit rate (and its variants) in order to demonstrate its deficiencies.

The purpose of this paper is to review the most recently published and most comprehensively designed study of scientific content analysis (SCAN), a widely used but rarely researched method of content analysis for detecting deception in written statements.

The author reviewed the design, data, and findings of the study and performed statistical re‐analysis of the raw data. Prior citations and critiques of the study by scholars also were reviewed.

The design and data analysis of the British Home Office study are in part deficient. The design includes features of a quasi‐experimental study which were operationalized poorly, and the data aggregation and analysis produced an incomplete and problematic interpretation of the raw data. Prior reviewers of the Home Office study erred in part in their understanding of the study's findings and deficiencies.

The research was limited to the raw data of the study, but even so, the results justify additional research on SCAN. In particular, studies should be designed that control for variables such as length of law enforcement career, educational level, number of written statements taken during the career, measures of verbal intelligence, and pre‐SCAN‐training ability to detect deception in statements. The design and analysis flaws of the Home Office study which are identified in the paper would also need to be avoided.

This is the first published paper to identify the full range of design and data analysis deficiencies of the Home Office study and to argue that its data nonetheless support the recommendation that SCAN be researched more thoroughly.

The purpose of this paper is to provide a perspective on one of the key complexities of collaboration and co-operative working in the public service within the UK.

The paper focuses the attention on the difficulty of partnership working at a time when leading collaboration is a necessity for all leaders in the public sector. It explores one area of this complexity, namely game theory in order to offer an explanation why departments or organisations find it difficult to co-operate as they should.

The paper allows leaders to understand the complexities of co-operation and the reason why there is often a tendency for individuals to act in a selfish manner on behalf of their organisation. Being aware of this behaviour will provide leaders with a greater ability to build trust and develop joint strategies which will provide positive outcomes.

The paper will highlight how greater understanding of game theory including the prisoner dilemma and the stag hunt can help improve leadership, relationships and outcomes within partnerships.

Quality concerns for management was one of the key themes of the Fifth Annual British Academy of Management Conference which was held in Bath in September 1991. This brought together a number of writers from a range of disciplines including production management, marketing and industrial relations. The sessions were chaired by Barbara Lewis from Manchester School of Management, UMIST, and papers were a mixture of reporting empirical findings and those being more conceptual in their approach. This short review summarizes the papers based on the abstracts with the aim of encouraging those interested to contact the authors concerned and also make a few general remarks on the state of TQM research.

During the past decade, amid the current context emphasizing educational standards and accountability, the practice of grade retention has increased. The call for an end to social promotion has generated a variety of recommendations and legislation regarding promotion policies. This context has served as a catalyst for numerous debates regarding the use of grade retention and social promotion. In an era emphasizing evidence-based interventions, research indicates that neither grade retention nor social promotion is a successful strategy for improving educational success. Meta-analyses of studies during the past 100 years reveal deleterious outcomes associated with grade retention. Moreover, research also reveals prevention and intervention strategies that are likely to promote the social or academic competence of students at-risk of poor school performance. It is essential that educational professionals are familiar with the research when implementing interventions to promote student success. This chapter provides a brief synthesis of contemporary concerns and empirical studies examining student outcomes associated with grade retention, and also describes alternatives to grade retention. Particular consideration is given to implications for students with learning and behavioral disabilities, and the importance of focusing empirically supported strategies to promote student social and cognitive competence. Overall, educational professionals are encouraged to incorporate evidence-based programs and policies to facilitate the success of all students.