‘Blue walls,’ ‘grey areas’ and ‘cleanups’: Issues in the control of police corruption in England and Wales

This paper examines issues concerned with police corruption and its control in England and Wales. The topic of defining police corruption is addressed, some current areas of risk are described and anti-corruption strategies, particularly those pursued by the London Metropolitan Police Service (MPS), are examined. What appears qualitatively and quantitatively different in the approach of services such as the MPS and Merseyside Police is the use of an adequately resourced, dedicated anti-corruption unit. This strategy has been buttressed by preventative measures involving management/administration and ethics/training. Dedicated units have been controversial, and preventative measures raise questions concerning evaluation. Nevertheless the approach to corruption bears comparison with that adopted by other major police services in other jurisdictions and represents a break with previous and unsuccessful efforts at corruption control in major police forces in England and Wales.     

White Australia,Settler Nationalism and Aboriginal Assimilation*

This article examines policies of Aboriginal assimilation between the 1930s and the 1960s, highlights how different forms of settler nationalism shaped understandings of the Aboriginal future, and explores the impact of the shift from biological notions of Australian nationhood (white Australia) to culturalist understandings of national cohesion and belonging. Assimilation policies were underpinned by racist assumptions and settler nationalist imperatives. Aborigines of mixed descent were a special focus for governments and others concerned with Aboriginal welfare, “uplift” and assimilation. This is most evident in the discourse of biological absorption of the 1930s, but lived on in notions of cultural assimilation after the Second World War. One of the ongoing motivations for assimilation drew upon the nationalist message within “white Australia”: the need to avoid the development of ethnic or cultural difference within the nation‐state. The article highlights an ideological split among the advocates of individual assimilation and group assimilation, and uses the writings of Sir Paul Hasluck and A. P. Elkin to illustrate these two views.     

James Bond,Ian Fleming and intelligence: breaking down the boundary between the ‘real’ and the ‘imagined’

This article looks to answer the question of why the James Bond novels and films should matter to scholars of intelligence and national security. We argue that Bond is important because, rightly or wrongly, and not without inaccuracy, it has filled a public knowledge vacuum about intelligence agencies and security threats. On another level, this article explores the unexpected yet important interactions between Bond and the actual world of intelligence. We contend that the orthodoxy dictating that Bond and spying are diametric opposites—one is the stuff of fantasy, the other is reality—is problematic, for the worlds of Bond and real intelligence collide, overlap and intermesh in fascinating and significant ways. In short, Bond is important for scholars because he is an international cultural icon that continues to operate at the borders of fiction and reality, framing and constructing not only public perceptions but also to some degree intelligence practices. Core narratives of intelligence among not only the public but also policymakers and intelligence officers are imagined, sustained, deepened, produced and reproduced through and by Bond. We conclude that Bond and intelligence should be thought of as co-constitutive; the series shapes representations and perceptions of intelligence, but it also performs a productive role, influencing the behaviours of intelligence agencies themselves.     

Barriers to women’s access to decision-making positions in sport organizations: the case of establishing a girls’ volleyball academy in Israel

The aim of this paper is to highlight the nature of the barriers facing women in terms of their participation in decision-making in Israeli sport, and to identify and evaluate some of the strategies and tactics adopted to overcome these barriers. This is done by making reference to a particular case study, the case of the process of establishing a major policy initiative in Israeli sport – the founding of the national Volleyball Academy for Young Talented Girls. The case is analyzed in order to identify how and why the goal of establishing the Academy was successful, and to consider what may be learned in terms of the implications for the tactics and strategies used that might be adopted by other women in similar circumstances.     

Comparability of the MMPI-2 F(p) and F scales and the SIRS in clinical use with suspected malingerers

Relationships among Structured Interview of Reported Symptoms (SIRS) scores and Minnesota Multiphasic Personality Inventory--2 (MMPI-2) F(p) and F scores were examined for 63 suspected malingerers evaluated at either of two psychiatric facilities. Despite differences between facilities in terms of seriousness of subjects' offenses, mean scores on the malingering tests were similar. Cutting scores for F(p) and F resulting in substantial correspondence between these scales and the SIRS were derived. Use of the cut score for F(p) proposed by Arbisi and Ben-Porath (1995) resulted in less agreement with the SIRS than did a lower cut score. No substantial difference between F(p) and F in each scale's overall agreement with the SIRS was observed. A principal components analysis of the SIRS primary scales produced two factors, interpreted as Overreporting of Symptoms and Implausible Symptoms. F(p) was observed to correlate significantly with Implausible Symptoms but not with Overreporting of Symptoms; F was significantly correlated with both factors.     

Teaching legal techniques

Starting from the position that it is necessary to have some model of the learning process, if legal education is going to respond to pressures for change in a useful way, the article introduces John Dewey and his model of learning. It identifies shared concerns and techniques that informed Dewey's understanding of the learning process and that inform legal processes. Traditional and clinical approaches to legal education are mapped against the model of learning supplied by Dewey, with the hope of providing an intermediate level linkage between his learning theory and the task of curriculum design in legal education at institutions of Higher Education in the UK.