The past few years have seen a plethora of anti‐money laundering initiatives. One of the latest is the so‐called ‘Global Anti Money Laundering Guidelines for Private Banking’…
Abstract
The past few years have seen a plethora of anti‐money laundering initiatives. One of the latest is the so‐called ‘Global Anti Money Laundering Guidelines for Private Banking’ formulated at a meeting in Wolfsberg, Switzerland (‘the guidelines’). Other initiatives have been government led. The guidelines were formulated by representatives from the banking industry (in collaboration with Transparency International and Professor Mark Pieth), and launched on 29th October, 2000. They have received a mixed reception in the press. Some have given them a warm welcome, saying they ‘fill … a hole left by government regulators’. Others are less enthusiastic, dismissing them as window dressing to reduce public and regulatory pressure on banks caught out in a series of embarrassing money‐laundering scandals, such as Salinas, Bank of New York and most recently Abacha. There is little doubt that such pressure is part of the reason for the guidelines and they seem to have generated an impression that banks are facing up to this issue, thus reducing pressure.
There has, for some time, been a debate over whether the proceeds of evasion of foreign taxes fall within money‐laundering legislation contained in s. 93 Criminal Justice Act 1988…
Abstract
There has, for some time, been a debate over whether the proceeds of evasion of foreign taxes fall within money‐laundering legislation contained in s. 93 Criminal Justice Act 1988 (as amended) (‘the Act’). Those that argue for this interpretation seem to be gaining the ascendancy. This may in part be because government ministers and officials have repeatedly stated the view that evasion of foreign tax is a criminal offence like any other. This depends on whether a court interprets ‘criminal conduct’, defined in s. 93A(7) as follows, to include foreign tax evasion:
It used to be said that bribery was part of the price for doing business in certain countries. Very little attention was paid to those cases where substantial wealth was acquired…
Abstract
It used to be said that bribery was part of the price for doing business in certain countries. Very little attention was paid to those cases where substantial wealth was acquired by ruling elites. Attitudes are changing, however, and there is a growing awareness of the harm that corruption causes. For example, it is seen to have contributed to the recent economic difficulties in Asia and Russia.
Oskaras Vorobjovas-Pinta and Isaac Jonathan Dalla-Fontana
The purpose of this paper is to report novel information about the use of gay apps by the patrons of an exclusively gay resort in Queensland, Australia. This novel research…
Abstract
Purpose
The purpose of this paper is to report novel information about the use of gay apps by the patrons of an exclusively gay resort in Queensland, Australia. This novel research environment facilitates an understanding of the embeddedness of gay dating apps within contemporary gay culture and community and the spatial reorientation that comes alongside the juxtaposition of physical and digital geographies.
Design/methodology/approach
An ethnographic study was conducted at the resort, and qualitative data presented here are drawn from semi-structured interviews with 27 gay-identifying male patrons of the resort. Critical ethnography provided beneficial access to situated perspectives and realities.
Findings
These data indicate that gay apps remain a pervasive way of making connections, even in an environment where common homosexuality is a reasonable expectation and where open self-expression is permitted and even encouraged. This complicates assumptions that gay apps’ emergence was in response to a need for privacy or anonymity for lesbian, gay, bisexual and transgender (LGBT) people in wider, straight society.
Originality/value
This paper reports the results of an ethnographic survey conducted in a highly novel research environment and particularly seeks to address divergent experiences of social and cultural change by LGBT people, including generational divides. It has value in demonstrating clear differences, ambiguities and mixed implications of gay apps and their relationship with changing LGBT spaces.
Details
Keywords
In preparing this report, the compliance sub‐group has set out to (a) summarise the current compliance regime as a matter of law and practice, (b) identify particular problem…
Abstract
In preparing this report, the compliance sub‐group has set out to (a) summarise the current compliance regime as a matter of law and practice, (b) identify particular problem areas within that regime concerning public sector officials (PSOs), and (c) suggest recommendations for change. The result may be seen as providing features of a ‘model’ compliance structure designed to cause difficulties for corrupt PSOs seeking to launder the proceeds of their corruption; UK law and practice has formed the springboard for the model, but it should be stressed that in order to be of any utility any suggested changes would have to be adopted (effectively) universally throughout the financial world. Piecemeal adoption by one or a few states would merely be likely to drive the tainted monies elsewhere, and would not serve the desired purpose of reducing the extent/profitability of corruption.
Karin Sandmel, Kristen D. Wilson, Karen R. Harris, Kathleen Lynne Lane, Steve Graham, Wendy P. Oakes, Sharlene A. Kiuhara and Trish D. Steinbrecher
Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these…
Abstract
Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.
Pamela Louise Graham, Nicole Fisher, Connie Dalton and Richard Lee
Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore…
Abstract
Poverty is a pervasive issue, which has wide-reaching, negative impacts on a range of outcomes including health, wellbeing, and education. Understanding poverty is therefore critical for students preparing to work in public-facing roles, many of whom have little knowledge or direct experience of poverty. Drawing on a student’s account of their own educational experiences and reflections on the Widening Participation agenda, this chapter outlines key considerations for educators planning to teach about poverty. While greater diversity within classrooms can be an enriching experience, this chapter acknowledges the additional educational, social, and emotional demands placed on some students in further and higher education as a result of their backgrounds. The inadvertent exacerbation of poverty-related stigma through the expression of certain attitudes, assumptions and behaviours within classrooms is also discussed.
Chris Gibbs, Toby Brandon, Christina Cooper and Mick Hill
Mental health is a sensitive topic to teach, as it’s difficult to judge anyone’s personal experiences of mental distress. Northumbria University has developed a programme…
Abstract
Mental health is a sensitive topic to teach, as it’s difficult to judge anyone’s personal experiences of mental distress. Northumbria University has developed a programme explicitly for people with experience of mental distress who have an interest in being involved in research. This chapter discusses how it is important to be sensitive to the different experiences that students have and to develop reciprocal trust. It goes on to discuss the importance of creating a safe space for students to learn about mental health and research and provide some tips for doing so. These tips include being clear about individual biases and limitations, using personal stories and examples to connect with students, emphasising the importance of resilience, connecting students to resources and being open and flexible to offering additional support in a sensitive way. The chapter also discusses the challenges that students experiencing mental distress may face in academia, such as low self-esteem, imposter syndrome, and difficulties in accessing resources. The chapter provides some suggestions as to how educators can address these challenges such as providing students with opportunities to share personal experiences and learning to turn those experiences into assets. In addition, this chapter highlights the potential for students to shift their identity from ‘patient’ to ‘student’ to ‘researcher’ as they engage in the learning process. This shift in identity can be empowering and can help students to feel more in control of both their mental health and their futures. Overall, the chapter provides valuable insights into how to teach about mental health in an inclusive and sensitive way. The tips and suggestions provided can help educators to create safe and trusting environments for students to learn and address challenges with mental health often faced in academia.