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The purpose of this paper is to investigate the prevalence of workplace bullying in an Italian university.

More than 200 workers have completed the Italian version of the Negative Acts Questionnaire and the General Health Questionnaire.

The results show a spread of low to medium negative actions in the specific setting. In addition, the effects of negative actions on health are less serious than believed by most of the studies on workplace bullying.

In particular, a quadratic regression model appears to be more appropriate than a linear model.

The struggle against torture and institutional violence has to be practiced in numerous scenarios: in the very places of deprivation of liberty, against workers, administrations and judges who try to hide it or justify it, but also, it’s a struggle against an academy that, too often, has decided to look the other way. In order to be activist, criminology must leave the classroom and enter the places of deprivation of liberty. It must engage with victims and survivors and it has to make political and social denunciations, organising itself and weaving networks with other social organisations that fight for the same goal. Unfortunately, it also has to fight against the very obstacles that the criminal justice system institutions pose; the denunciations and persecution of these same institutions and some police and prison workers groups and unions; the dirty war against terrorism and political dissent; and the criminalisation of some mass media and also of the academic world, where activism against this phenomenon is a minority and marginalised. These two sides of the same coin, involvement in anti-torture activist movements, as well as persecution and criminalisation when challenging state power, is what the authors of this chapter have experienced in Catalonia and Spain. While we fight against torture outside the classroom, we also carry out activism inside the classroom, teaching what other academics do not want to engage with, and pointing out the political elements of criminology and the action of the penal system. In this chapter, the authors highlight the use of torture and other cruel, inhuman or degrading treatment or punishment in custody and prison, and in the context of police activity in Spain. Then, the authors explain the structures of denial (political, judicial and academic) that allow its perpetuation and impunity. The text ends with a journey through the configuration of activist criminology in Spain that unites critical analysis from a legal sociology perspective with collective and activist intervention.

Avant‐propos sous les auspices de l'Institut international de Coopération intellectuelle, paraissait en 1934 le t. I, consacré à l'Europe, du Guide international des Archives. Le questionnaire envoyé à tous les États européens comportait sous les points 4 et 6 les questions suivantes: ‘Existe‐t‐il un guide général pour les diverses catégories d'Archives ou des guides particuliers pour l'une ou l'autre d'entre elles?’ et ‘Existe‐t‐il des catalogues imprimés, des publications tant officielles que privées, susceptibles de constituer un instrument complet de référence pour tout ou partie importante des fonds d'archives?’ Les réponses des divers pays à ces questions, malgré leur caractère très inégal, ont fait du Guide international un bon instrument d'information générale sur les Archives. Malheureusement les circonstances ont empêché la publication du volume consacré aux États non européens, tandis que le temps qui s'écoulait tendait à rendre périmés les renseignements fournis sur les Archives européennes.

Purpose: This chapter explores the current hybridization between true crime and nonfiction investigative documentaries on Video on Demand (VOD) platforms. It would seem necessary to distinguish true crime productions from long-form journalistic documentaries in order to avoid confusion between different products that do not pursue the same ends, such as audiovisual products with highly emotive and engaging components versus a journalistic approach to the truth about what happened. Methodology/approach: The analysis is based on the specific theory of true crime developed by Punnett, who provides genuine narrative codes (Justice, Subversive, Geographic, Forensic, Vocative, and Folkloric) for true crime to distinguish it from the formal conventions and social objectives of journalistic documentaries. The case study (El crimen de Alcàsser) was selected because of its potential to drive a detailed and in-depth study on one of the most traumatic crimes in the country’s recent history: the kidnapping, rape, torture, and killing of three teenagers in 1992. Findings: Several scholars have identified journalistic elements in true crime productions in the digital context, adopted in an attempt to distance them from the true crime tradition of appealing to primitive instincts. Although it has been perceived also as a renewed formula for journalism to reach a wide audience and mainstream success, it banishes journalism from its origin and goals: to guarantee the citizenship’s right to be truly informed about crime. In this way, journalistic documentaries inspired by real crimes may play a crucial role in a democratic society, while true crime only exploits the empathy of viewers and places them in the active participation of determining the suspect-protagonist’s guilt as a mode of “clickable” entertainment in the digital culture. Research limitations: This is the first in a series of studies within a broader research project on true crime documentaries released on the VOD platforms in Spain. The findings are, in this case, preliminary. The analysis needs additional testing before its utility can be reasonably determined and a theory about true crime made in Spain could be developed. Originality: First, there is no specific research in the field of true crime in Spain, although crime stories already enjoyed a prominent place in Spain’s conventional TV programming. Second, the Punnett analysis model introduces an interesting way to complement existing theoretical references about the connections between true crime and journalism.

The purpose of this paper is to demonstrate the importance of education to fight corruption in East Timor. The Anti Corruption Commission (CAC or Komisaun Anti Korupsaun (KAK) in Tetum) is very concerned by this question of education. The Ombdusman, previously in charge, was less concerned by education due to its other numerous functions. The research approach includes interviews, fieldwork and enquiries at the Anti‐Corruption Commission (CAC) established in 2009.

This socio‐anthropological research was done mainly in Dili, the capital. Interviews and a long study of this new country complete the methodology of research.

Corruption is a key issue in East Timor. Education is a priority. Development will follow if education is upgraded. With four main languages: Tetum, Portuguese, Bahasa Indonesia and English, upgrading education constitutes a difficult task. The country has 14 dialects, another difficult task for the development of East Timor.

Research on corruption is a very difficult task in East Timor and so very few articles are published on this important topic. Non‐governmental organizations exist in this new country, but they are often founded by the government. This independent research will help East Timor in this troubled post‐electoral period (July 2012) to find new ways to establish real transparency and strengthen political reconciliation. The relationship between an upgraded education and the improvement of anticorruption is discussed in the paper.

The concept of sustainable development (SD) is a popular response to society’s need to preserve and extend the life span of natural resources. One of the 17 goals of the SD is “education quality” (Fourth Goal of Sustainable Development [SDG-4]). Education quality is an important goal because education is a powerful force that can influence social policies and social change. The SDG-4 must be measured in different contexts, and the tools to quantify its effects require exploration. So, this study aims to propose a statistical model to measure the impact of higher education online courses on SD and a structural equation model (SEM) to find constructs or factors that help us explain a sustainability benefits rate. These proposed models integrate the three areas of sustainability: social, economic and environmental.

A beta regression model suggests features that include the academic and economic opportunities offered by the institution, the involvement in research activities and the quality of the online courses. A structural equation modelling (SEM) analysis allowed selecting the key variables and constructs that are strongly linked to the SD.

One of the key findings showed that the benefit provided by online courses in terms of SD is 62.99% higher than that of offline courses in aspects such as transportation, photocopies, printouts, books, food, clothing, enrolment fees and connectivity.

The SEM model needs large sample sizes to have consistent estimations. Thus, despite the obtained estimations in the proposed SEM model being reliable, the authors consider that a limitation of this study was the required time to collect data corresponding to the estimated sample size.

This study proposes two novel and different ways to estimate the sustainability benefits rate focused on SDG-4, and machine learning tools are implemented to validate and gain robustness in the estimations of the beta model. Additionally, the SEM model allows us to identify new constructs associated with SDG-4.

Sociological neoinstitutional approaches indicate that nation-states follow “worldwide models constructed and propagated through global cultural and associational processes” (Meyer, Boli, Thomas, & Ramirez, 1997, p. 144). These worldwide-legitimate models affect every single aspect of social life, molding national policy agendas. Pushed by pressures to conform to global forces, money borrowing, and professionalized knowledge, transitional nations enact models of progress through national planning that may be inconsistent with local practice and requirements (Ramirez & Rubinson, 1979). The analysis presented in this chapter builds upon previous comparative education research by discussing one of those current models: education decentralization. This study centers around one specific aspect of recent decentralization efforts: community participation.