Enforcing English ancillary relief orders in Jersey: principles and pitfalls

The long running and unhappy divorce litigation between Mr andMrs Mubarak has finally reached a reasonably happy conclusionin the Royal Court of Jersey. In a well reasoned decision, theDeputy Bailiff has set out the guiding principles to be appliedwhen considering whether orders made by a foreign Court oughtto be enforced or given effect to in Jersey. Whilst undoubtedlyhelpful, the guidance also provides a salutary warning to foreignlitigants seeking access to assets within Jersey trusts thatthey are in for a bumpy ride.     

A Perspective on Errors,Bias, and Interpretation in the Forensic Sciences and Direction for Continuing Advancement*

Abstract: The forensic sciences are under review more so than ever before. Such review is necessary and healthy and should be a continuous process. It identifies areas for improvement in quality practices and services. The issues surrounding error, i.e., measurement error, human error, contextual bias, and confirmatory bias, and interpretation are discussed. Infrastructure is already in place to support reliability. However, more definition and clarity of terms and interpretation would facilitate communication and understanding. Material improvement across the disciplines should be sought through national programs in education and training, focused on science, the scientific method, statistics, and ethics. To provide direction for advancing the forensic sciences a list of recommendations ranging from further documentation to new research and validation to education and to accreditation is provided for consideration. The list is a starting point for discussion that could foster further thought and input in developing an overarching strategic plan for enhancing the forensic sciences.     

Adolescents’ Judgment of Homophobic Name-Calling: The Role of Peer/Friend Context and Emotional Response

Journal of Youth and Adolescence - Adolescents use some types of homophobic language (e.g., “that’s so gay”) as a form of banter, while other types are directly targeted as an...     

Mission Bogotá: pedagogical governance in a weak state

Wracked by crime and violence, Bogotá, Colombia adopted a unique urban security policy in 1998 called Mission Bogotá (MB). MB identifies the poor as ‘at risk’ of being violent. The program seeks to decrease crime by employing the poor and educating them on entrepreneurial urban citizenship, fomenting their sense of belonging to the city, a good work ethic, conflict resolution skills, and cosmopolitanism. Participants are then employed as citizen ‘guides,’ modeling their citizenship skills in public in order to instill exemplary citizenship in others by example. There is no evidence that MB reduces either crime or poverty. Nevertheless, the program establishes norms for ideal citizenship and structures the relationship between state and society. Based on one year of ethnographic research, I argue that MB uses pedagogy as a technology of governance to transfer responsibility for security provision from the state to society by making citizens responsible for their own security provision.     

How do Adolescents Learn Cyber-victimization Coping Skills? An Examination of Parent and Peer Coping Socialization

Recently, cyber-victimization has become an ever increasing concern for adolescents. Given the negative consequences of cyber-victimization, it is important to understand how adolescents learn strategies to cope (i.e., “coping socialization”) with cyber-victimization. The purpose of this study is to understand common coping strategies reported by adolescents, identify from whom youth learn cyber-victimization coping strategies (coaching), and explore how coaching is associated with adolescents’ self-reported use of coping. In a sample of 329 adolescents (49% male; 70% white), we found that positive coping strategies (e.g., problem solving, seeking social support) are used most frequently, and adolescents’ perceptions of both parent and peer coping socialization is associated with self-reported use of coping. Interventionists can use this information to adapt interventions to include influential positive socializers.     

Family Group Conferencing Comes to the U.S.: A Comparison with Victim-Offender Mediation

A boy hesitantly appears in the doorway to a meeting room. A large man wearing a name tag greets him thoughtfully and points out where he should sit in the horseshoe of chairs in the room. The boy crosses the room, picks his name tag up off the chair, puts it on crookedly, and sits down. On his face apprehension alternates with bravado. As his mother and sister, done with hanging their coats, enter the room the boy begins to fidget quietly. The large man greets them and points out their places in the horseshoe of chairs; they find their name tags on their chairs and sit down on either side of the boy. Other people that the boy and his family are close to appear in the doorway, are greeted, and move to their seats farther down the arch of the horseshoe: his grandfather and cousin, his basketball coach, his school social worker, an elderly neighbor, and a member of his mother's church. Their faces, and those of his mother and sister, betray various emotions; grim calm, hopefulness, solemnity, foreboding, sadness, and quiet interest. When they are seated, the chairs on one side of the horseshoe arch are full. The investigating officer enters, and sits at the apex of the arch. When they are all seated, the large man leaves the room and comes back with a group of people who have been waiting in a nearby room. The boy's victim enters the room first; she is a small, white-haired woman who shakes a little as she crosses the room and sits in a chair directly across the horseshoe from the boy. The boy glances quickly at her and then looks down and away to avoid her eyes. On her face, anxiety is swiftly replaced by surprise, relief, and then anger as she openly studies the boy across from her. Her daughter, a middleaged woman, sits down on one side of her, and her teenaged grandson takes his place on the other side of the victim. The older woman's minister, two elderly women neighbors, and a middle-aged male friend find their name tags on chairs further down the horseshoe's arch. When they sit down they fill the last vacancies in the horseshoe of chairs. The large man who greeted them all takes his place on a chair at the open end of the horseshoe. He is the conference coordinator and the only one with whom every person present has spoken about this meeting. He smiles quietly, looks around the circle of faces, clears his throat, and begins the family group conference.     

Understanding the Islamic State’s competitive advantages: Remaking state and nationhood in the Middle East and North Africa

While many researchers have examined the evolution and unique characteristics of the Islamic State (IS), taking an IS-centric approach has yet to illuminate the factors allowing for its establishment in the first place. To provide a clearer explanation for IS’s successes and improve analysts’ ability to predict future occurrences of similar phenomena, we analyze IS’s competitive advantages through the lens of two defining structural conditions in the Middle East North Africa (MENA): failure of state institutions and nationhood. It is commonly understood that the MENA faces challenges associated with state fragility, but our examination of state and national resiliency shows that Syria and Iraq yield the most deleterious results in the breakdown of the nation, suggesting that the combined failure of state and nation, as well as IS’s ability to fill these related vacuities, is a significant reason IS thrives there today. Against this backdrop, we provide a model of IS’s state- and nation-making project, and illustrate IS’s clear competitive advantages over all other state and non-state actors in both countries, except for Kurdish groupings. We conclude with recommendations on how policy-makers may begin halting and reversing the failure of both state and nation in Iraq and Syria.