Teaching Students How to Use Emotions as They Negotiate

Given that emotions are inescapable and complex, how do you teach students how to deal with them? This article offers instuctors a practical approach. It suggests that instructors and students turn their attention away from emotions and toward a more limited set of core emotional concerns that stimulate many emotions. The article describes ways to teach students how to use these core concerns as tools to understand the emotional terrain and to stimulate helpful emotions.     

Convicting and incarcerating felony offenders of intimate assault and the odds of new assault charges

The effectiveness of harsher sanctions for domestic violence offenders is an important topic given legislative trends in “getting tough” with these offenders. This article takes a rare look at felony domestic violence, specifically felony assaults on female intimates, with an analysis of whether conviction, jail, and imprisonment are related to the odds of subsequent charges among 353 male defendants from twenty-four Ohio trial courts of general jurisdiction. Each defendant was followed up for two years after his original case was closed and his sentence (if any) was served. Conviction and jail sentences were both related to significantly lower likelihoods of recharging for intimate assault, but prison sentences were not related to these odds. These findings are discussed in relation to the potential importance of reducing short-term opportunities for violence in order to prevent future harm.     

The Schengen Law: A Challenge for Legal Accountability in the European Union

This article examines challenges for accountability arising from the development of the Schengen law within the framework of the European Union. Building upon the substantive body of research by other authors on general implications of the integration of the Schengen acquis , it focuses on recent developments after the entry into force of the Treaty of Amsterdam and evaluates to what extent the European institutions have so far met the challenges for accountability stemming from the intergovernmental origin of the Schengen law. The article identifies various persisting deficiencies in the areas of transparency, institutional balance and judicial review and proposes specific actions, which should be addressed vigorously by the European institutions.     

From Journeymen Envoys to Skilled Diplomats: Change in Canada's Education-Related International Activities, 1815-1968

For much of the nineteenth century, Canadian education-related international activities resided outside the realm of traditional diplomacy. This situation was exacerbated by Canada's colonial link with Great Britain. Obstacles that prevented educationalists from playing a more substantive role in diplomacy were local, imperial, and ecclesiastical in origin. Educational activities were also a tool in the service of governments in the era between the zenith of British Imperialism in the 1890s and the founding of the United Nations in 1945. In the post-1945 era there was greater collaboration between the federal Ministry of External Affairs and provincial ministries of education. Education also emerged in the late twentieth century as part of the new diplomacy. A flowering of new international governmental organizations dedicated to furthering creative diplomacy brought new energy to this field.