Towards global relational theorizing: a dialogue between Sinophone and Anglophone scholarship on relationalism

Abstract

What is ‘relational theorizing’ in International Relations and what can it offer? This article introduces a thematic section that responds to these questions by showing two things. First, relational theorizing is not a doctrine or a method, but a set of analyses that begin with relations rather than the putative essences of constitutively autonomous actors. Second, relational theorizing has emerged from different geo-linguistic traditions, and a relational approach to International Relations (IR) can offer the language and space for increased and productive engagement beyond Anglophone scholarship. This thematic section takes a significant step in this direction by staging a dialogue between Sinophone and Anglophone scholarship on relational IR theorizing. Such an engagement shows points of comparison and contrast, convergence and divergence. In this way, the essays presented here contribute to developing a more ‘global’ IR.     

Composite Machine Learning Algorithm for Material Sourcing,

This study developed a composite machine learning algorithm for attribution of materials of forensic interest (like ammonium nitrate) to original sources. k-nearest neighbor and random forest models were used for source elimination and classification, respectively, in a two-step, composite algorithm based on particle color, size/shape, and trace element concentration features. Novel approaches for simulation to supplement within-source reference features based on empirically measured multi-lot analyses, an improved hold-one-lot-out method for cross-validation, an assessment of the likelihood of the presence of a reference sample, fusion of the source probabilities from the respective classification models, and the calculation of metrics for assessing ensemble sourcing performance are described. Excellent sourcing predictions were obtained; the sourcing algorithm identified the correct source as the top choice 89% of the time, and the correct source was identified to be an average of 2.7 times more likely than the most likely incorrect source.     

The informed user: a step up from the Clapham Omnibus

In proceedings for infringement of a registered Community design,Lewison J considered who is an ‘informed user’ andwhat is the ‘overall impression’ of a design.     

Parent-adolescent congruence on decision-making and its relation to adolescent adjustment

Much attention has been paid to the nature of parent-adolescent relationships, with a frequent conclusion being that it is a time of marked disagreement between parents and their adolescents. However, other literature suggests that this time is not inherently conflictual. The purpose of this study was to examine agreement and disagreement between mothers, fathers, and adolescents on specific issues. Then, adolescent adjustment was assessed, and the degree to which it was a function of congruence with parents was examined. A modified version of the Issues Checklist was used to measure intrafamily agreement; the Revised Behavior Problem Checklist and the Harter Scale of Child's Actual Competence were completed by adolescents' social studies teachers to assess adolescent functioning. Relative to their parents, adolescents reported that they should make more decisions alone, while both mothers and fathers reported that decisions should be made jointly among all family members. Only father-adolescent congruence was found consistently to be related to adolescent functioning. Possible explanations for the present results and relevant issues pertaining to family agreement are discussed.     

Evaluating a new computer-based system for face recall

The Computer-Aided Design Centre has developed a new face recall system which enables a witness to construct the image of a suspect on a television screen. The system currently uses the Photofit library and method of construction. Likenesses of target faces produced by subjects (n=36) using the new system were compared to conventional Photofits produced by a second group of subjects (n=36) of the same targets. There was no difference on any of the three measures employed in the assessed quality of the likenesses produced by Photofit and the CADC System. Both systems tended to produce more recognizable composites when construction was carried out in the presence of the target compared to its absence. Composites made from memory on the initial trial were marginally better with the CADC System than with Photofit. While both systems showed low absolute accuracy, they enjoyed a measure of success in transmitting a likeness of a facial type. It is concluded that while the CADC system shows promise, psychological constraints upon witnesses' powers of recall may place limits on the absolute accuracy achievable with any system of face reconstruction.These experiments were financed by grant No. POL/73 1675/24/3 from the Police Scientific Development Branch of the U.K. Home Office. Points of view expressed in this article are solely those of the authors and do not necessarily reflect the opinions or positions of the funding body. Our gratitude and thanks are due to Tony Kitson and Clive Holloway for their many hours spent developing and operating the CADC system; Jean Shepherd for her skills as a Photofit operator; the Computer-Aided Design Centre; and the MRC Applied Psychology Unit, Cambridge for facilities and subjects.     

Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence

Although adolescents often participate in multiple extracurricular activities, little research has examined how the breadth of activities in which an adolescent is involved relates to school-related affect and academic performance. Relying on a large, multi-ethnic sample (N = 864; 55.9% female), the current study investigated linear and non-linear relationships of 11th grade activity participation in four activity domains (academic/leadership groups, arts activities, clubs, and sports) to adolescents’ sense of belonging at school, academic engagement, and grade point average, contemporarily and in 12th grade. Results of multiple regression models revealed curvilinear relationships for sense of belonging at school in 11th and 12th grade, grade point average in 11th grade, and academic engagement in 12th grade. Adolescents who were moderately involved (i.e., in two domains) reported a greater sense of belonging at school in 11th and 12th grade, a higher grade point average in 11th grade, and greater academic engagement in 12th grade, relative to those who were more or less involved. Furthermore, adolescents’ sense of belonging at school in 11th grade mediated the relationship of domain participation in 11th grade to academic engagement in 12th grade. This study suggests that involvement in a moderate number of activity domains promotes positive school-related affect and greater academic performance. School policy implications and recommendations are discussed.