Restorative Justice Approach to The Settlement of Banking Crime Cases

Banking crimes can now occur in a variety of new forms, which not only harm people or the wider community, but can also cause losses to the state and even the global economy. Settlement of corporate crimes, particularly banking crimes, still leads to legal accountability through diverse statutory instruments, and the imposition of sanctions tends to be oriented toward the perpetrator's criminal responsibility rather than representing the victim's interests. The purpose of this study is to examine non-litigation dispute resolution in the context of corporate banking crimes, as well as whether the concept of restorative justice can be used as an alternative to sanctions in the resolution of corporate banking crimes. The normative legal research method is used, with analytical, comparative, and statutory approaches. The study's findings indicate that the disputing parties can use the out-of-court settlement mechanism to reach an agreement. The use of this mechanism must be established through an injunction settlement institution, as it is known in the legal systems of the United States and the United Kingdom. The court may order a delay in examining the case at the request of one of the litigants if the applicant can demonstrate that there is no clear legal means. The concept of restorative justice opens the door to alternative solutions to corporate banking crimes, such as the deferred prosecution agreement policy

Multi-Informant Predictors of Social Inclusion for Students with Autism Spectrum Disorders Attending Mainstream School

This study examined differential profiles of behavioural characteristics predictive of successful inclusion in mainstream education for children with autism spectrum disorders (ASD) and comparison students. Multiple regression analyses using behavioural ratings from parents, teachers and peers found some evidence for differential profiles predicting peer acceptance and rejection. High levels of peer-rated shyness significantly predicted social rejection in comparison students only. Parent-rated prosocial behaviour also differentially predicted social acceptance; high-levels of prosocial behaviour predicted acceptance in comparison students, but low-levels were predictive for students with ASD. These findings suggest that schools may seek to augment traditional social skills programmes with awareness raising about ASD among mainstream pupils to utilise peers’ apparent willingness to discount characteristics such as ‘shyness’

Penegakan hukum terhadap penebangan kayu jati secara liar di Kab. Muna

xi, 100 h

Pemberantasan tindak pidana korupsi dalam perspektif kriminologi di Sulawesi Tenggara

xv, 242 h

Autism and multidisciplinary teamwork through the SCERTS Model

This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Universit\ue0 Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School of Education, and Nick Logan, head of the Psychology and Therapists Department at Sunfield Children's Home, Clent. The school uses the innovative SCERTS (Social Communication, Emotional Regulation, Transactional Support) model. The methodology was a collaborative and participatory case study focused on the point of view of professionals and on understanding the teamwork process through analysis of three teams working together to implement SCERTS. Methods included focus groups, semi-structured interviews, direct observations and questionnaires; the data were analysed using the Interpretative Phenomenological Analysis method. The research provides an example of good practice and enables practitioners to reflect on the issues involved in implementing a multidisciplinary process using the SCERTS approach. The findings show that the SCERTS Model can support the educational team in promoting and exchanging good daily practice and planning educational work together. The article draws out implications for further studies that aim to analyse teamwork in other settings and over a longer period