'To the end of the world':Space, place and missing persons investigations

Police investigations of major crimes are typically conducted in contexts where there is contested or ambiguous knowledge about what occurred and such challenges are also routinely faced in the investigation of missing persons. This article examines ways in which attempts to ‘manufacture certainty’ in missing persons cases are strongly informed by geographical notions of space and place. The article is structured around the key phases of police investigations, each of which involves the mobilization of different forms of geographical knowledge. In the first stage of ‘identifying and acquiring’ information, the process of search is structured by knowledge about the possible spatial behaviours of missing people often generated using spatial profiling techniques. In the second phase of ‘interpreting and understanding’, more nuanced accounts of what may have happened to a missing person are constructed as the police attempt to ‘place’ a person’s disappearance within a particular narrative based on their reading of the intelligence picture that emerges during the investigation. In the concluding phase of ‘ordering and representing’, the case to internal (senior police management) and external (relatives of the missing person and wider public) audiences investigators will often invoke a notion of ‘the end of the world’ referring not just to how they have defined the geographical limits of the police search if the person is still unaccounted for but also the boundaries of reputational risk and the proportionality of the police response

Paradox as invitation to act in problematic change situations

It has been argued that organizational life typically contains paradoxical situations such as efforts to manage change which nonetheless seem to reinforce inertia. Four logical options for coping with paradox have been explicated, three of which seek resolution and one of which ‘keeps the paradox open’. The purpose of this article is to explore the potential for managerial action where the paradox is held open through the use of theory on ‘serious playfulness’. Our argument is that paradoxes, as intrinsic features in organizational life, cannot always be resolved through cognitive processes. What may be possible, however, is that such paradoxes are transformed, or ‘moved on’ through action and as a result the overall change effort need not be stalled by the existence of embedded paradoxes

Conflicts of National Security Interests in East Asia and the Pacific: At the Turn of the Twenty-First Century

Introduction. With Korea, Vietnam and the Gull War as bloody memories of the past, East Asia and the Pacific enters a new era of international relations with the turn to the 21st Century. The entire region, and the rest of the world, breathes more freely because the cold war in its passing has taken with it the imminent danger of a nuclear holocaust. Never has the time been more propitious for a reexamination of conflicts of national security interests in East Asia, with special attention to the role of the United States. It is the purpose of this study to analyze successively the strategic situation in Northeast Asia, China, Southeast Asia and the Southwest Pacific with a view to finding more effective policies and strategies for peace, stability and prosperity

The changing pattern of domestic cannabis cultivation in the UK and its impact on the cannabis market

With improvements in both technology and information cannabis is being increasingly grown indoors for domestic use, rather than being imported. This study examines 50 cannabis farms detected by an English police force, and examines the characteristics of the 61 suspects associated with them. The study highlights a UK pattern in domestic cultivation, that is moving away from large scale commercial cultivation, at times co-ordinated by South East Asian organised crime groups, to increased cultivation within residential premises by British citizens. Offenders range from those who have no prior criminal history to those who are serious and persistent offenders. The ramifications for law enforcement agencies and policy formers are discussed

Is metal theft committed by organized crime groups, and why does it matter?

Using the example of metal theft in the United Kingdom, this study used mixed methods to evaluate the accuracy of police estimates of the involvement of organised crime groups (OCGs) in crime. Police estimate that 20-30% of metal theft is committed by OCGs, but this study found that only 0.5% of metal thieves had previous convictions for offences related to OCGs, that only 1.3% were linked to OCGs by intelligence information, that metal thieves typically offended close to their homes and that almost no metal thefts involved sophisticated offence methods. It appears that police may over-estimate the involvement of OCGs in some types of crime. The reasons for and consequences of this over-estimation are discussed

Police community support officers in England:a dramaturgical analysis

Police community support officers (PCSOs) have become an integral part of neighbourhood policing teams (NPTs) in England and Wales since the national roll-out of neighbourhood policing in 2008. Most research on PCSOs examines their outward-facing role, such as in the extent to which these police staff have become community engagement or enforcement-orientated. While this is important to consider, what is also important is the manner in which PCSOs have been accepted by the police organisation internally. This can have a bearing on the degree to which PCSOs are able to fulfil their roles in neighbourhood policing. The research reported here is based on a six-month observational study of PCSOs in England. Using Goffman's dramaturgical framework and concept of performance teams, this article argues that PCSOs and police constables (PCs) comprise separate performance teams within each NPT group, although the degree of separation between PC and PCSO teams varied from one NPT to another. One element of this relationship which was generally consistent was that police officers and supervisors tended to value more highly PCSO work which was enforcement-orientated. This challenges PCSOs to enhance this side of their performances in spite of their limited statutory powers. Some PCSOs experienced this as a daily pressure to justify their existence to police colleagues, leaving them as disillusioned and unsatisfied staff. This was clearly expressed in the use of space in these police stations in that PCSOs sought out spaces where they could relax in their own exclusive ‘back stage’ areas, away from police colleagues.</p

Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions?

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are