“You must be joking”: the role of humour in the law classroom

There is a body of literature, including persuasive empirical evidence, linking the use of positive humour in tertiary classrooms with the creation of a relaxed learning environment, student motivation, attendance and engagement as well as positive student evaluations of teacher performance. However, the literature on the use of humour in teaching law is generally limited to anecdotal evidence. Drawing on the literature on using humour in teaching courses that students perceive as “difficult” in other disciplines, in this article we explore the benefits and pitfalls of using humour in the law classroom and provide illustrations of how humour might be used appropriately and effectively in teaching law.     

Social capital in Scottish and Danish neighbourhoods: paradoxes of a police–community nexus at the front line

Community-oriented social capital strategies and punitive-oriented policing approaches conflict. Establishing local networking initiatives with community-oriented policing at the centre lends itself to an assets-based policing approach, based on honouring, mobilizing and extending the assets of community members. Scholars argue about the need for comparative research on convergences and divergencies across subcultures on the streets and communities. Based on qualitative data gathered from working class communities in Scotland and Denmark in 2014, the article draws inspiration from community-generated theory of social capital to explore the micro-sociology of experiences and understandings about community–police integration policy initiatives. We use this perspective to argue that the building of positive inter-generational and police–community relationships is the result of social exchanges and officers’ use of what we call ‘constructive investment strategies’. Ironically, our insights from Scotland to Denmark also suggest what appear as positive achievements of community policing may instead intensify residents’ negative perceptions of police officers and organizations. In this way, the article illuminates the tangled and conflicted nature of these embedded symbolic interactions, social capital formations and the latter’s form as a potential positional and ‘tribal’ commodity.     

Human trafficking for labour exploitation: the results of a two-phase systematic review mapping the European evidence base and synthesising key scientific research evidence

Objectives

Our objectives were (1) to systematically map the contours of the European evidence base on labour trafficking, identifying its key characteristics, coverage, gaps, strengths and weaknesses and (2) to synthesise key scientific research.

Methods

We took a two-phase approach: a systematic map followed by a detailed synthesis of key scientific research evidence. Our search strategy included 15 databases, hand searches of additional journals, backwards searches, snowball searches and expert recommendations. We identified and screened 6106 records, mapped 152 and synthesised eight.

Results

Overall, the literature was limited and fragmented. Reports produced by official agencies dominated; academic authorship and peer-reviewed outputs were comparatively rare. Few publications met minimum scientific standards. Qualitative designs outweighed quantitative ones. Publications typically described trafficking’s problem profile and/or discussed interventions; they rarely assessed trafficking’s impacts or evaluated interventions. Even among the key scientific research, the quality of evidence was variable and often low. Particular weaknesses included poor methods reporting, unclear or imprecise results and conclusions not properly grounded in the data. The synthesised studies were all exploratory, also sharing other design features. Common themes identified included: poor treatment of victims; diversity of sectors affected and commonalities among victims; inadequacies of current responses; and barriers to interventions.

Conclusions

There is a lack of high-quality studies into European labour trafficking. Methodological opacity, insufficient rigour and publication in non-indexed locations impede the identification, assessment and synthesis of evidence. Adherence to higher reporting standards would further the field’s development and particular research gaps should be addressed.

     

To click or not to click: E‐learning for the public sector

Abstract: E‐learning is being mooted as a cheap and effective way to provide public servants and public‐sector organizations with the continuous learning opportunities required to recruit and retain good employees and improve organizational outcomes. This article draws on the extensive literature on e‐learning and the authors' experience with the development and delivery of e‐learning to examine a number of issues that public‐sector managers should consider before embracing e‐learning. The article begins by sorting out what e‐learning is, what forms it can take and how significant a phenomenon it has become in the private and public sectors in Canada and elsewhere. Emerging Canadian government e‐learning strategies are noted. The authors argue that much existing formal e‐learning material is ineffective and set out criteria for identifying viable e‐learning approaches. The claim that e‐learning provides enhanced access to training is critically examined. The authors also argue that the adoption of e‐learning will radically affect the organization of training and its relationship to the wider organization. Finally, the authors critically examine the issue of whether or not e‐learning is cheaper than face‐to‐face instruction. They contend that e‐learning can reduce training delivery costs in some circumstances but that the costs associated with developing and delivering effective e‐learning will be substantial. Sommaire: On a dit que l'apprentissage en ligne est un moyen efficace et peu coûteux offrant aux fonctionnaires des possibilités de formation continue qui permettront aux organismes du secteur public de recruter et de retenir du personnel qualifié et ainsi d'améliorer leurs résultats organisationnels. Cet article repose sur la documentation concernant l'apprentissage en ligne et l'expérience des auteurs en matière d'élaboration et de prestation de cette méthode d'enseignement afin d'examiner un certain nombre de questions que les gestionnaires du secteur public devraient étudier avant de les adopter. L'article commence par expliquer l'apprentissage en ligne sous ses différentes formes et l'importance de ce phénomène dans les secteurs privé et public au Canada et ailleurs. Les nouvelles stratégies d'apprentissage en ligne du gouvemement canadien sont mentionnées. Les auteurs affirment qu'une grande partie de la documentation officielle sur la question est inefficace et ils présentent des critères pour determiner les méthodes d'apprentissage en ligne qui ont des chances de réussir en matière de formation. Ils examinent d'un œil critique si cette méthode d'enseignement foumit en fait un meilleur accès è la formation. L'article laisse éggalement entendre que l'adoption de l'apprentissage en ligne transformera radicalement la planification de la formation et ses relations avec l'organisation plus vaste. Enfin, les auteurs examinent attentivement la question de savoir si oui ou non l'apprentissage en ligne est moins coûteux que l'enseignement en personne. Ils soutiennent que cette méhode peut permettre de réduire les coûts de prestation de la formation dans certaines circonstances mais que les coûts associés à l'élaboration et à la prestation de l'apprentissage en ligne efficace seront considérables.     

The enduring challenge of ‘wicked problems’: revisiting Rittel and Webber

There is, in the twenty-first century, an intense interest in the nature of wicked problems and the complex tasks of identifying their scope, viable responses, and appropriate mechanisms and pathways towards achieving improvement. This preoccupation is timeless, but the discussion over several decades has benefited from Rittel and Webber’s (Policy Sci 4(2):155–169, 1973) path breaking conceptualisation of wicked problems and the political argumentation needed to resolve them. This review revisits Rittel and Webber’s work and its enduring significance, reflecting upon its broad uptake and impact in the policy sciences, an impact that continues to grow over time. We revisit how the classic 1973 paper came to be published in Policy Sciences, its innovative depiction of social problems, its rejection of rationalistic design, its acknowledgement of the subjectivities involved in problem identification and resolutions, and the consequent need for argumentative-based solution processes. We find great resonance in the paper with contemporary problem solving preoccupations, not least that the political context is crucial, that argumentation must be transparent and robust, and that policy interventions may have consequences that cannot be easily controlled in open and highly pluralised social systems.     

A Variable-Centered and Person-Centered Evaluation of Emotion Regulation and Distress Tolerance: Links to Emotional and Behavioral Concerns

Distress tolerance and emotion regulation deficits are associated with many emotional and behavioral concerns and may be important deficit areas for college students especially during the transition to college. However, little is known about how distress tolerance and emotion regulation relate to each other or what typical profiles of these deficit areas might be. We took a variable-centered (i.e., exploratory factor analysis) and a person-centered approach (i.e., latent profile analysis) to identify the overlap and distinctiveness of distress tolerance and emotion regulation deficits and then evaluated how the profiles related to several emotional and behavioral concerns. Participants were undergraduates (N = 627; age M = 20.23, SD = 1.40; 60 % female; 47 % European-American) who completed an online assessment. The exploratory factor analysis of distress tolerance and emotion regulation subscales demonstrated three factors with one factor corresponding to distress tolerance and two factors defined by emotion regulation. Subscales demonstrated significant multidimensionality across the factors. The latent profile analysis with distress tolerance and emotion regulation subscales produced three profiles corresponding to “Functional”, “At Risk”, and “Challenged” levels of distress tolerance and emotion regulation abilities. Internalizing symptoms (i.e., depressive symptoms, anxiety symptoms, and suicidal ideation) had significantly higher symptom severity in the “At Risk”, and “Challenged” profiles than in the “Functional” profile. ADHD symptoms and hostility showed a similar pattern. Conduct problems and substance use were much less related to the deficit profiles. Implications for the etiology of mental health, for prevention and treatment of college students are discussed.     

Homophobic Name-Calling Among Secondary School Students and Its Implications for Mental Health

Although homophobic verbal victimization has been associated with negative mental health outcomes, little actually is known about its general prevalence and relationship to mental health among adolescents. In addition, the relationship of homophobic name-calling to mental health in gender non-conforming adolescents is not well understood. This study examined the relationship between homophobic verbal victimization and mental health in adolescents, accounting for their sexual orientation and level of gender non-conformity. Survey data was collected from 513 adolescents (ages 11–17) who attended eight schools in and around Amsterdam, the Netherlands; 56.7 % of the participating adolescents were female and 11.1 % reported same-sex attractions. As hypothesized, male adolescents and those with same-sex attractions were more likely to report victimization from homophobic name-calling than were their female and non-same-sex attracted peers. Contrary to expectations, homophobic name-calling was not independently associated with psychological distress after controlling for gender, sexual attractions, gender non-conformity, and other negative treatment by peers. The hypothesis that homophobic name-calling would be more strongly associated with psychological distress in male, same-sex attracted, and gender non-conforming adolescents was also not supported. The results suggest that same-sex attracted and gender non-conforming youth are particularly vulnerable to homophobic name-calling, in the Netherlands as in other contexts, but also that other forms of peer victimization may be more strongly related to mental health.     

Woman's hour at the women's library

This article, written by a BBC Producer, describes a Woman's Hour Radio Four programme that was broadcast from the new Women's Library, London Guildhall University, on Thursday 31 January 2002 to celebrate the Library's opening.