Police policy regarding domestic violence has been severely altered over the last decade. The social control approach of pro‐arrest policies has coincided with a service approach promoted by community policing philosophy. But community policing practice has largely ignored the role of victim satisfaction. The evaluation of domestic violence victims must be considered in determining police accountability, because of both the likelihood that victims will seek police service more than once, and because they are intimately knowledgeable about the effect of police practice on offender behavior. Presents an exploratory study of victim satisfaction as an illustration of the situations, expectations and behaviors which shape the victim’s experience with the police. Finds that police helping behaviors were the best predictors of satisfaction, but helping behaviors were differentially distributed by victim characteristics. Suggests that police can actively improve community satisfaction in domestic violence cases by fully implementing policy and training directives which require them to provide information and concrete assistance equitably.

Few domestic violence offenders are prosecuted for their crimes, but it is not known which offenders are most likely to receive this most serious treatment. This study examines the nature of prosecution within a state that employs a mandatory arrest policy. A population of 448 cases of intimate family violence was examined using court and police records. Only 14 percent of the offenders were found to have been prosecuted and convicted. The legal characteristics of the crime and the offender most clearly distinguished prosecuted cases from cases that were dismissed or nolle prosequi. Social factors, such as the age and relationship of the defendant, however, may have influenced the decision not to prosecute. Variations in the treatment across courts and dual arrest are implementation problems of this new policy.

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This article is aimed at probationer teachers in Scotland, their induction supporters and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland, (GTCS) but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms -formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important.

In this paper, we shall develop a sequence of limit tests for the convergence and divergence of infinite series of positive terms which is similar in form to the De Morgan and Bertrand sequence but involves the ratio of two successive values of the test ratio rather than the test ratio itself. The proof will be based on the following integral test by R. W. Brink: and if R(x) is a function such that R(n) =R nj and such that R(x) *zR(x') when x' >x, a necessary and sufficient condition for the convergence of the series ^n°LoWn is the convergence of the integral I exp S--I I log R(x) dxdx> cSince a finite number of terms does not affect convergence or divergence, the conditions of Theorem VI need hold only for n greater than some fixed number v, in which case zero is to be replaced by v as a lower limit of integration.The foregoing theorem admits a generalization similar to that given by C. T. Rajagopal 3 in the case of another theorem of Brink's. 4 However, Brink's Theorem VI is sufficient for the purposes of the present paper.LEMMA. Let \u n \ and \uù } be sequences of positive terms with ratios r n =u n+ i/u n , R n = r n +i/ r n, rû =Un + i/un , and Rn =^+iA«» such that \\m n ^oo r n = lim nH>00 r n ' = 1.