South Africa’s civil war, 1985–1995

The end of apartheid in South Africa is typically characterised as ‘peaceful’. However, between 1985 and 1995, South Africa experienced a civil war in which more than 20,000 people died. In this war, the African National Congress (ANC) implemented a strategy of ‘people’s war’ based on Vietnam’s experience while the government pursued a counterinsurgency strategy based on models employed by the United States. In the war’s second phase, the ANC and Inkatha employed unconventional tactics in a campaign to gain political and military control of disputed territory. Owing to its success in the war, the ANC was able to prevent its rivals from significantly limiting its power in the central government after 1994 as well as exclude Inkatha from operating in key areas even in its home province.     

The Effect of Breakfast in the Classroom on Obesity and Academic Performance: Evidence from New York City

Participation in the federally subsidized school breakfast program often falls well below its lunchtime counterpart. To increase take‐up, many districts have implemented Breakfast in the Classroom (BIC), offering breakfast directly to students at the start of the school day. Beyond increasing participation, advocates claim BIC improves academic performance, attendance, and engagement. Others caution BIC has deleterious effects on child weight. We use the implementation of BIC in New York City (NYC) to estimate its impact on meals program participation, body mass index (BMI), achievement, and attendance. While we find large effects on participation, our findings provide no evidence of hoped‐for gains in academic performance, or of feared increases in obesity. The policy case for BIC will depend upon reductions in hunger and food insecurity for disadvantaged children, or its longer‐term effects.     

Using Adjusted Performance Measures for Evaluating Resource Use

Public service organizations are looking for ways to improve the evaluation of performance and resource allocation. One of the approaches is to use adjusted performance measures, which attempt to capture factors that affect the organizational performance but are outside of the organization's control. This article illustrates the construction and use of adjusted performance measures to assess the performance of public schools, and reports findings from a study of school-based budgeting in Chicago that relates adjusted performance measures and patterns of budget allocations.     

Changes in the Most-Cited Scholars in 20 Criminology and Criminal Justice Journals Between 1990 and 2015 and Comparisons with the Asian Journal of Criminology

The main aim of this article is to assess the most-cited scholars in 20 criminology and criminal justice journals in 2015 and to compare them with the most-cited scholars in these journals in 1990–2010 and with the most-cited scholars in the Asian Journal of Criminology (AJC) in 2015. Five American criminology journals, five American criminal justice journals, five international criminology journals, and five international criminal justice journals have been studied since 1990. The most-cited scholars tended to be those who carried out research on developmental and life-course criminology. Most of these highly cited scholars were also highly cited in previous years, showing the persistence of scholarly influence. Generally, the most-cited scholars in criminology and criminal justice journals overlapped considerably, as did the most-cited scholars in American and international journals. Also, the most-cited scholars in AJC in 2015 overlapped considerably with the most-cited scholars in these other categories of journals. We conclude that there is considerable agreement in American, Asian, and international criminology and criminal justice on the most-cited, and therefore most influential, scholars.

     

Best practices for structuring a family court parenting plan evaluation under the 2022 AFCC Guidelines

Evaluation appointment orders provide enforceable scaffolding for conduct of family court parenting plan evaluations, and use of the evaluator's reports, feedback, file, and testimony. Unlike a contract, a stipulated or adjudicated appointment order is directly enforceable by the family court. It unambiguously positions the evaluator as the family court's appointee – answerable directly to the court and, in some jurisdictions, protected by quasi-judicial immunity from damages claims. A well-crafted appointment order governs the roles and expectations of the court, the evaluator, the parties, the lawyers, and the collateral witnesses. An appointment order mandates the legal duties, rights, powers, and responsibilities of the professionals, the parties, and the collateral witnesses. At minimum, an appointment order articulates the legal basis for the appointment, the purpose and scope of the evaluation, compensation of evaluator, and the duty of the parties to participate in the process. A written evaluation protocol or procedures statement discloses in advance the methods of investigation and assessment that the evaluator intends to use. Together, the appointment order and written protocol help the evaluator, lawyers, parents, and judge manage the complexity of the evaluation process.     

Enhancing Community Leadership Negotiation Skills to Build Civic Capacity

Most intra‐ and interorganizational decision making entails negotiations, and even naturally talented negotiators can improve with training. Executive trainings for managers and leadership programs for publicly elected officials, public managers, and nongovernmental organizations frequently include negotiation modules. These efforts, however, have yet to reach community leaders who also need to develop their negotiation skills. We propose that members of disadvantaged low‐income communities who lack educational and economic opportunities, and are less able to advocate for their own interest, need to build and strengthen their civic capacity, including their negotiation skills, to become more effective parties to decisions affecting them. While many professionals and executives have access to training, such opportunities are less accessible to the leaders of these disadvantaged communities. Although such leaders draw from their own heuristic knowledge, skills, and abilities, they could also benefit from sharpening their negotiation skills. We propose that the multidimensional understanding of their community that members accumulate through direct experience is indispensable, nontransferable to outsiders, and not teachable through in‐class activities. Leaders with the ability to leverage knowledge and assets to connect effectively to community insiders as well as to outside people, institutions, and resources, however, possess some specific inherent personality traits as well an understanding of social structures, strategies, and agency, which can be taught and learned. Such skills as how to conduct negotiations around the table and away from it and how to identify community members who can help and how to rally them are also teachable. The cases were chosen to illustrate the knowledge, skills, and abilities (KSAs) that make these leaders effective in and beyond their communities. We highlight those KSAs that we think are teachable in the framework of a negotiation module in community leadership training to enhance civic capacity for community betterment.