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This paper aims to explore the underlying problem of tackling money laundering, namely, the difficulty of enforcing international laws and whether this is a problem which is too great to overcome in practice.

A doctrinal approach is used to discuss international anti-money laundering (AML) laws and question whether money laundering can be truly regarded as an international crime. A comparative approach with case studies of corruption in financial institutions illustrates the problems which law enforcement might encounter. The advantages and disadvantages of tackling money laundering will be highlighted to elucidate both the negative impacts of the crime and the reasons why some states may not be tackling money laundering as forcefully as they could.

Uniformity of AML laws among different countries may deter criminals from laundering money. The ratification of the Vienna Convention can help to facilitate uniformity of legal rules. States need robust domestic laws to tackle money laundering. Money laundering is an international crime, although not always a specific crime in international law. Moreover, it is generally advantageous to consider money laundering to be a specific crime under international law.

The article questions the effectiveness of current AML laws by examining the foundations of international law. Suggestions as to how uniformity can be achieved are given. A comparative approach is also used to demonstrate the extent of the crime, weaknesses in companies’ regulatory regimes and how each State responds to money laundering. The comparison also reveals State-specific issues which fuel money laundering. Moreover, the article explores the practical and legal advantages and disadvantages of money laundering being considered a specific crime in international law.

The purpose of this paper is to present a narrative review of studies on the citing behavior of scientists, covering mainly research published in the last 15 years. Based on the results of these studies, the paper seeks to answer the question of the extent to which scientists are motivated to cite a publication not only to acknowledge intellectual and cognitive influences of scientific peers, but also for other, possibly non‐scientific, reasons.

The review covers research published from the early 1960s up to mid‐2005 (approximately 30 studies on citing behavior‐reporting results in about 40 publications).

The general tendency of the results of the empirical studies makes it clear that citing behavior is not motivated solely by the wish to acknowledge intellectual and cognitive influences of colleague scientists, since the individual studies reveal also other, in part non‐scientific, factors that play a part in the decision to cite. However, the results of the studies must also be deemed scarcely reliable: the studies vary widely in design, and their results can hardly be replicated. Many of the studies have methodological weaknesses. Furthermore, there is evidence that the different motivations of citers are “not so different or ‘randomly given’ to such an extent that the phenomenon of citation would lose its role as a reliable measure of impact”.

Given the increasing importance of evaluative bibliometrics in the world of scholarship, the question “What do citation counts measure?” is a particularly relevant and topical issue.

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

As the number of social media users continues to rise globally, a heated debate emerges on whether social media use improves or harms mental health, as well as the bidirectional relation between social media use and mental health. Motivated by this, the authors’ study adopts the stressor–strain–outcome model and social compensation hypothesis to disentangle the effect mechanism between social media use and psychological well-being. The purpose of this paper is to address this issue.

To empirically validate the proposed research model, a large-scale two-year longitudinal questionnaire survey on social media use was administered to a valid sample of 6,093 respondents recruited from a university in China. Structural equation modeling was employed for data analysis.

A longitudinal analysis reveals that social media use positively (negatively) impacts psychological well-being through the mediator of nomophobia (perceived social support) in a short period. However, social media use triggers more psychological unease, as well as more life satisfaction from a longitudinal perspective.

This study addresses the bidirectional relation between social media use and psychological unease. The current study also draws both theoretical and practical implications by unmasking the bright–dark duality of social media use on psychological well-being.

There is much agreement in the literature that reflection on practice is critically important for the full development and ongoing learning of professionals. The methods of reflection on professional practice reported to date have been developed primarily in the context of professional education in group settings led by a tutor. Research is underway into ways in which managers can be developed as learning facilitators in the workplace. However, there are increasing limitations on the significance of this approach to the continuing development of professionals. The research reported here shows that in‐depth research interviews with professionals to investigate their work and learning can play an important part in supporting their reflection in‐depth on their practice. An analysis of the processes involved, and the characteristics of the three research interviewers involved, indicates that human resource development professionals could be trained for the role of learning facilitators of professionals through 1:1 discourse in the form of in‐depth interviews.