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The aim of the current study was to develop and assess a method for obtaining peer‐, selfand teacher‐nominations of the participant roles in peer victimisation appropriate for use with children between the ages of five and eight years. Sixty‐eight five‐year‐olds and 69 eight‐year‐olds and their teachers took part. Peer‐nominations (including self‐nominations) were obtained from five‐ and eight‐year‐olds for participant roles of aggressor, reinforcer, assistant, defender, outsider, passive and provocative victim; and similar nominations from their teachers. At both ages, children were able to nominate for all the roles, and consistent gender differences were found. Test‐retest reliability (over an interval of one week) was moderate to high for all roles in eight‐year‐olds, but only for aggressor and provocative victim in five‐year‐olds. There was evidence for role discrimination, but five‐year‐olds gave similar nominations for aggressor and provocative victim. Within‐class pupil agreement was significant for aggressor and provocative victim at both ages, and for passive victim and defender at eight years. Peer‐ and teacher‐ratings showed better agreement with each other than with self‐nominations. The findings are discussed in relation to children's developing abilities to identify and report various roles, as well as developmental changes in the nature of peer‐aggression.

This study aims to investigate perceptions of bullying‐like behaviours in South Korea, from young children to adults; why they happen and how people judge them.

Focus groups were conducted across different age ranges, from preschool to workplace employees, in Seoul. A total of 113 participants were shown cartoons or descriptions of negative behaviours and asked “why these happened”, and “what do you think about them?” Interview transcripts were analysed by grounded theory.

Similarities and differences across ages were found for two themes, origins and judgments of behaviours. Situational and interpersonal factors were seen as important in causing the behaviours, both in school and the workplace. Pupils aged 15‐17 and mothers considered the behaviours less acceptable than younger pupils; whereas, ten to 15‐year‐old pupils and workplace employees gave more justification of the behaviours and were more likely to attribute the situation to victim's responsibility.

This is the first study investigating perceptions of bullying‐like behaviour from a life‐span perspective and also provides findings on the particular nature of Korean bullying or wang‐ta.

The end of the millennium is a useful time to stop and reflect, to review and maybe to ask some big questions. This paper asks a very big question indeed for the accountancy profession ‐ ‘What might corporate reporting look like in the 21st Century ?’ This paper looks at issues surrounding the likely future of corporate reporting in the digital age. The Royal Society of Arts Tomorrow’s Company Inquiry (1995) is used as a possible model of corporate information needs in the next millennia. The implications of the model for corporate accounting and information systems are examined. A move from shareholder reporting, to stakeholder reporting and finally to stakeholder dialogue is envisaged. The model raises a number of problems and the use of digital technology is considered as a partial solution to some of these problems.

The purpose of this research is to examine the relationship between change interventions and organizational learning. It seeks to identify the process through which team learning is developed, the factors that affect organizational learning and its influences on organizational effectiveness.

Two groups of samples from a Singapore large manufacturing firm that had implemented change interventions for two years were selected. Qualitative data from 45 employees using the laddering, non‐directive interviewing technique, and 20 leaders using focus group discussions were gathered.

Changes to organizational systems and structure have led to a state of not‐knowing which contributes to defensive dynamics. Learning begins with the unlearning of old habits by encouraging new thinking patterns through rigorous feedback loops. Expectations of leaders should also be redistributed to facilitate and integrate the various aspects of learning.

Change interventions have led organizational learning to develop in reciprocal directions where the initial top‐down approach is subsequently supported and driven by a bottom‐up approach. The strategy is to engage employees in collaborative decision making embedded in constant dialogue and reflection.

Organizational learning strategies, developed from the lessons learned, are based on organizational infrastructures with an emphasis on efficiency, effectiveness and transformation. One of the critical considerations is the institutionalization of learning as being integral to daily work practices.

The study extends the theoretical basis of the “fifth discipline” by incorporating the nominalist perspective such that organizations, as organisms, have the capacity to recreate themselves for the expansion of the shared vision.

Research into the difficulties of post‐combat service personnel adjusting to civilian society has largely focussed on quantifiable symptoms including post combat stress disorder. This paper aims to present qualitative data on experiences of military personnel who have served in combat, concentrating on how events in combat impacted on their subsequent transition back to the UK.

The authors asked participants to focus on stressful experiences in combat and their ensuing experiences of work, family relationships, civilian society and emotional health. Semi‐structured interviews were conducted with 15 military personnel who had returned from active combat. Transcripts were analysed using thematic analysis.

Six major themes were found: the importance of being part of a group – this provided collective identity, as well as providing a context for legalised violent behaviour; shared experience – personnel prefer to seek support from individuals with similar experiences; help‐seeking – personnel prefer to seek help from friends as opposed to professionals; professionalism and emotional processing – the “macho” approaches in the military may prevent real help‐seeking and emotional disclosure; relationships and family – there were adjustments to be made in regard to personal relationships; civilian society – participants found civilian society to be lacking in real challenge and some engaged in risk‐taking behaviour.

The research is limited by the small sample, mainly with commissioned officers.

It would be of benefit to service personnel if those in helping professions who are working with them, also had experience of combat. Pre‐combat training and post‐combat debriefing may assist smoother transitions. Family counselling may be of benefit for personnel and their families.

The research provides new and important insights into the difficulties facing personnel returning from stressful combat situations, and how they may best be helped.

The 2005 APSR article by John Alford, Carolyn Funk, and John Hibbing presented data from the Virginia 30,000 Health & Lifestyle Questionnaire (VA30K), AARP twin studies, and an Australian twin study (ATR) to test their hypothesis that political attitudes are influenced by genetic as well as environmental factors. Political attitudes, they suggested, were expected to be highly heritable and particularly so on issues most correlated with personality. They employed survey responses from the Wilson–Patterson Attitude Inventory to measure political attitudes. To gauge heritability, they utilize the 2:1 genetic ratio between monozygotic (MZ) and dizygotic (DZ) twins. The authors argued that while previous studies in political attitudes had concentrated on measuring the influence of environmental variables, their test added explanatory power by considering heritability (Alford, Funk, & Hibbing, 2005).